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O'Brien, A. J. (1998). Negotiating the relationship: mental health nurses' perception of their practice. Ph.D. thesis, , .
Abstract: This exploratory descriptive study used focus groups to investigate experienced mental health nurses' perceptions of expertise in relation to their practice. Two focus group discussions were conducted, one compiling 4 nurses working in in-patient care, and the other with 5 nurses working in community care. The nurse-patient relationship was the central theme for both groups. Three sub-themes were identified and are discussed. They are: involvement, individualising care & minimising visibility. The significance of these themes for the articulation of mental health nursing practice is discussed
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Isles, P. (1999). What difference does academic study make to the practice of RGN's or RGON's? – a longitudinal study in progress 1999. Ph.D. thesis, , .
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Davy, R. (1999). Evaluation of the impact on the quality of women who have participated in a nursing education session on menopause. Ph.D. thesis, , .
Abstract: Objective; The objective of this study is to determine if attending a nursing education session on menopause has an impact on women's management of their menopausal symptoms and consequently their quality of life for women aged 40 to 60 years. The hypothesis is that women attending education sessions will start or increase health promotion activities which will reduce menopausal symptoms and thus improve their quality of life.Design and method; Two questionaires were given to the women on the day of the education sessions and another questionnaire was sent to the participant three months later. The sample of 30 completed questionnaires includes feedback from Pacific Island women. A combination of quantitative and qualitative methods were used. The measure of quality of life has been based on the level of impact of menopausal on each women's life before the education session and three months later.Results; Initial analysis indicates that diet, exercise and time out were most commonly reported health activities utilized for relief of symptoms with HRT and herbal remedies used less often. Three months after the education session there was a significant reduction in the impact of symptoms in most categories with 140 incidences of total disappearance of symptoms, 24 incidences of reduction of symptoms, 17 incidences of symptoms increasing while 36 symptoms remained unchanged. Only one woman reported that she continued to have no control over her symptoms while the rest of the sample indicated that they had some or total control. The most common changes in health promotion activities were reduction in caffeine, exercise, relaxation and lubrication with sex. Herbal, homeopathy, dietary and hormone treatment rated low in health activities after the three months.Conclusion; Initial analysis indicates that menopausal symptoms has significantly improved for the majority of women who attended the nursing education session
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Cowan, L. M. (1999). Alcohol and drug treatment for women: clinicians beliefs and practice. Ph.D. thesis, , .
Abstract: The aim of this study is to investigate whether clinicians consider women have different needs to men. To identify what specific treatment clinicians provided for women with alcohol and drug problems and ascertain whether various clinician variable, are elated to differences in beliefs and treatment provision.The questionnaire items for this study were included in the National Centre for Treatment Development (Alcohol, Drug & Addiction) New Zealand wide telephone survey of alcohol and drug clinicians. Independent interviewers surveyed 217 clinicians. Clinicians were first asked whether they believed women with alcohol and drug problems have differing treatment needs to men. Clinicians responses were compared with various clinician Socio-demographic characteristics (gender, age, ethnicity, professional group, years working in the alcohol and drug treatment field, work setting, qualifications/courses attended, location, and personal alcohol use).Key findings are that almost a quarter (24%) of the clinicians surveyed did not believe that women have different treatment needs to men. However the majority (76%) of clinicians do believe that women have different treatment needs to men. Furthermore findings from this study suggest that significant differences exist in relation to clinicians' practice in new Zealand in relation to clinician, gender, work setting (Crown Health Enterprise, outpatient and residential), and gender mix of caseload
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Gardner, G., Dunn, S., Carryer, J. B., & Gardner, A. (2006). Competency and capability: Imperative for nurse practitioner education. The author-version of article, available online from Queensland University of Technology ePrints arc, 24(1), 8–14.
Abstract: The objective of this study was to conduct research to inform the development of standards for nurse practitioner education in Australia and New Zealand and to contribute to the international debate on nurse practitioner practice. The research was conducted in all states of Australia where the nurse practitioner is authorised, and in New Zealand. The research was informed by multiple data sources including nurse practitioner programme curricula documents from relevant universities in Australia and New Zealand, interviews with academic convenors of these programmes and interviews with nurse practitioners. Findings include support for masters level of education as preparation for the nurse practitioner. These programs need to have a strong clinical learning component and in-depth education for the sciences of specialty practice. Additionally an important aspect of education for the nurse practitioner is the centrality of student directed and flexible learning models. This approach is well supported by the literature on capability.
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Gardner, A., Hase, S., Gardner, G., Dunn, S., & Carryer, J. B. (2008). From competence to capability: A study of nurse practitioners in clinical practice. Author copy available 12 months after publication from QUT ePrints, 17(2), 250–258.
Abstract: This research aimed to understand the level and scope of practice of the nurse practitioner in Australia and New Zealand further using a capability framework. The original study, from which the present paper was developed, sought to identify competency standards for the extended role of the nurse practitioner in Australia and New Zealand. In doing so the researchers became aware that while competencies described many of the characteristics of the nurse practitioner they did not manage to tell the whole story. In a search of the literature, the concept of capability appeared to provide a potentially useful construct to describe the attributes of the nurse practitioner that went beyond competence. A secondary analysis of data obtained from the interviews with 15 nurse practitioners working in Australia and New Zealand was undertaken. The analysis showed that capability and its dimensions is a useful model for describing the advanced level attributes of nurse practitioners. Thus, nurse practitioners described elements of their practice that involved: using their competences in novel and complex situations as well as the familiar; being creative and innovative; knowing how to learn; having a high level of self-efficacy; and working well in teams. This study suggests dimensions of capability need to be considered in the education and evaluation of nurse practitioners.
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