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Author |
Vallance, E.; Scott, S. |
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Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two |
Type |
Journal Article |
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Year  |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
3 |
Pages |
40-49 |
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Keywords |
Problem solving; Critical thinking; Nursing; Education |
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Abstract |
In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge. |
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Call Number |
NRSNZNO @ research @ |
Serial |
555 |
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Author |
Vallance, E.; Scott, S. |
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Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
2 |
Pages |
41-51 |
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Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
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Abstract |
Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing. |
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Call Number |
NRSNZNO @ research @ |
Serial |
556 |
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Author |
Nicol, M.J. |
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Title |
Genetics and nursing: Preparing for future health care development |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
2 |
Pages |
27-40 |
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Keywords |
Nursing; Education |
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Abstract |
The author discusses the impact of 'new genetic knowledge' on society and how molecular and clinical genetics are having an increasing influence on routine health care. Increasingly, nurses will be exposed to this new genetic knowledge and challenged to integrate it into their clinical practice in order to ensure that patients and families receive the best health care available. The paper reports the percentage of undergraduate nursing curricula devoted to teaching about genetics and considers how the fundamental principles of molecular genetics and the clinically relevant areas of genetics can be incorporated into pre- or post-registration education. |
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Call Number |
NRSNZNO @ research @ |
Serial |
609 |
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Author |
Shelah, G.E. |
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Title |
Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Teaching methods; Nursing; Education |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
856 |
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Author |
Laracy, K. |
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Title |
Exploration of the self: The journey of one pakeha cultural safety nurse educator |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Cultural safety; Teaching methods; Nursing; Education; Professional development; Transcultural nursing; Maori; Identity |
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Abstract |
Cultural safety is taught in all undergraduate nursing programmes in Aotearoa/New Zealand. There is a predominance of Pakeha nurse educators in teaching this content. There is little explanation of what being Pakeha entails. This perpetuates a silence and continues the dominant hegemonic position of Pakeha in Aotearoa/New Zealand. This study suggests that as Pakeha cultural safety nurse educators we examine our dominance and critique the delivery of cultural safety education. This autobiographical study undertakes to explore the Pakeha identity of a cultural safety nurse educator. The author discusses identity in the context of a globalised world, and challenges the idea of a definitive Pakeha identity. There are multiple descriptions of Pakeha, all underdeveloped and inadequate for the purposes of cultural safety education. In this study, the author uses the heuristic process of Moustakas (1990) and Maalouf's (2000) ideas of vertical and horizontal heritage to locate and present the essence of the self. In keeping with the purpose of cultural safety education, the author considers her ethnic cultural self as described by Bloch (1983) and explores Helms' (1990) theory of White racial identity development. This thesis describes the position of one Pakeha in the context of teaching cultural safety in an undergraduate nursing degree programme in Aotearoa/New Zealand. For Pakeha cultural safety nurse educators the author argues that exploration of one's heritages and location of a personal Pakeha identity is pivotal to progressing the enactment of cultural safety in Aotearoa /New Zealand. |
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Call Number |
NRSNZNO @ research @ |
Serial |
864 |
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Author |
Wepa, D. |
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Title |
An exploration of the experiences of cultural safety educators in New Zealand: An action research approach |
Type |
Journal Article |
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Year |
2003 |
Publication |
Journal of Transcultural Nursing |
Abbreviated Journal |
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Volume |
14 |
Issue |
4 |
Pages |
339-348 |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods; Organisational culture; Maori |
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Abstract |
This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organisational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout. |
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Call Number |
NRSNZNO @ research @ |
Serial |
887 |
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Author |
Wilson, S.K. |
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Title |
Reconstructing nurse learning using computer mediated communication (CMC) technologies: An exploration of ideas |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Computers; Technology; Nursing; Education |
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Abstract |
Computerised technology has become a way of life. As nurse graduates enter a computer driven health care system we have a responsibility as nurse educators to ensure that they are computer familiar as borne out by the recent discussion papers released by the Nursing Council of New Zealand (2000a), which define the requirements for the practitioner of the future. Concurrently there is a call from the discipline of nursing for practitioners who have a form of knowledge that will bring about change within the socio-political context of the discipline as an outcome of critically reflective knowledge skills. Jurgen Habermas' (1971) treatise on knowledge and human interests, which offers a multi-paradigmatic approach to three forms of knowledge culminating in the emancipatory form provides a conceptual framework for many under-graduate pre-registration nursing curricular in Aotearoa-New Zealand. This thesis explores the author's ideas about contemporary undergraduate pre-registration nursing preparation in Aotearoa-New Zealand, associated knowledge outcomes, and the consequent links with contemporary computer-mediated communication (CMC) technologies. It positions a framework for integrating CMC technologies and the action of critically reflective practice as a learning journey. The framework is hypothetical and pragmatic. It emerges from the exploration of the thesis and is posited as a way toward integrating CMC technologies within extant undergraduate pre-registration nursing curricular in Aotearoa-New Zealand. The learning journey is comprised of three dimensions, learning-for-practice, learning-from-practice and learning-with-practice and draws on four different cyber constructs: being, knowing, relating and dialoguing. Knowing, relating and dialoguing are ontological positions taken in relation to being. The learning journey sustains some derivation from Habermasian (1971) based conceptual framework. There is a need for nurse educators to consider this in relation to contemporary CMC technologies. The author hope that this framework will serve those with an interest in nurse education and who are interested in a future using CMC technologies within the realities of nursing practice and education. |
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Call Number |
NRSNZNO @ research @ |
Serial |
904 |
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| Permanent link to this record |
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Author |
Williams, J.L. |
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Title |
The Cummins model: An adaption to assist foreign nursing students in New Zealand |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Students |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
1114 |
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Author |
Beveridge, S. |
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Title |
The development of critical thinking: A roller coaster ride for student and teacher in nursing education |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
University of Waikato Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Critical thinking |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
1115 |
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Author |
Hardcastle, J. |
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Title |
What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
Massey University Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Intensive care nursing; Nursing; Education |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
1116 |
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| Permanent link to this record |
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Author |
Paton, B.I. |
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Title |
Unready-to-hand as adventure: Knowing within the practice wisdom of clinical nurse educators |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education |
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Abstract |
This research aims to clarify the knowing and wisdom that inform clinical nurse educators' responses through unpredictable situations. The author referred to philosophical literature on the notions of tacit knowledge, practical wisdom, smooth activity and the Unready-to-Hand experience. She created an explanatory framework and utilised this in a thought experiment by reflecting on personal experiences. To add clarity to these reflections, two layers of interviewing with nurse educators teaching in practice were carried out. The first layer was an interview with eight clinical nurse educators who in their role experienced Unready-to-Hand situations. The second layer consisted of four clinical nurse educators who volunteered to be involved in more in-depth interviews. An interpretive analysis of these clinical nurse educators stories illuminated the “Unready-to Hand as Adventure”, highlighting the uncertainty and energy associated with opening in the adventure, not knowing what will unfold, yet committed to remaining engaged and doing the best they can. Through the process of attuning to difference, accessing and deciphering knowing, nurse educators create meanings of situational complexities. By preserving the ideals of good practice and engaged caring, nurse educators salvage learning by creating opportunities for learning and teaching. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1134 |
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| Permanent link to this record |
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Author |
Wepa, D. |
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Title |
An exploration of the experiences of cultural safety educators |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
Held in NZNO Library thesis collection |
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Volume |
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Issue |
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Pages |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods |
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Abstract |
This thesis is a study of the experiences of four cultural safety lecturers in nursing education in Aotearoa / New Zealand. A review of literature reveals the recent and turbulent evolution of cultural safety. The media which documented this journey in a negative light in the 1990s prompted ministerial inquiries and the publication of the Nursing Council of New Zealand's guidelines for cultural safety in nursing and midwifery education (1996). Action research methods enabled the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action and reflecting. The findings of the research revealed that the participants not only coped with every day stressors of teaching but they were also required to formulate knowledge of cultural safety. For the Maori participants their stress was confounded with recruiting and retaining Maori students and macro issues such as commitments to iwi. Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that it was organisational in nature and out of their immediate control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations have been made which focus on supporting cultural safety educators to dialogue on a regular basis through attendance at related hui; the introduction of nurse educator programmes; paid leave provisions for cultural safety educators to conduct and publish research so that a body of knowledge can be developed; and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burn out. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1137 |
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| Permanent link to this record |
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Author |
Isles, P. |
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Title |
An exploration of the difference that academic study makes to Registered General Nurses and Registered General and Obstetric Nurses |
Type |
Report |
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Year |
2003 |
Publication |
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Abbreviated Journal |
National Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Registered nurses; Training; Nursing; Education |
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Abstract |
This paper reports the findings of a three-year longitudinal study of registered nurses studying on a part-time basis towards their Bachelor of Nursing degree. Registered General Nurses and Registered General and Obstetric Nurses have been subject to a good deal of pressure to upgrade their qualifications – from their workplaces, but also from a recognition amongst themselves and their peers that to advance in their careers they need to have equivalent qualifications to new graduates. This study looks at what difference academic study makes to registered nursing practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1158 |
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| Permanent link to this record |
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Author |
Kirkman, A.; Dixon, D.A. |
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Title |
Nurses at university: Negotiating academic, work and personal pathways |
Type |
Book Chapter |
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Year |
2003 |
Publication |
Davey,J., Neale, J., Morris Mathews, K. , Living and learning: Experiences of university after age 40 (pp. 93-108) |
Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Careers in nursing |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
1160 |
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| Permanent link to this record |
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Author |
Spence, D. |
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Title |
Advanced nursing practice through postgraduate education, part one |
Type |
Journal Article |
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Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
20 |
Issue |
2 |
Pages |
46-55 |
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Keywords |
Advanced nursing practice; Education; Professional development; Research |
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Abstract |
In New Zealand the clinically focused postgraduate papers and programmes, available through universities and polytechnics, are evaluated from an educational perspective but little evaluation of the implications for practice has been undertaken. This paper is Part One of a report on a study that sought to illuminate the impact of clinically focused postgraduate education on advancing nursing practice. Hermeneutic methodology provided a framework for analysing both the perspectives of nurses who had undergone such education and those who had directly employed and worked alongside these nurses. Emerging themes are described here. In a second article the findings will be discussed in relation to literature. Constraining factors will be identified and strategies designed to maximise the benefits of education for advancing nursing practice will be recommended. |
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Call Number |
NRSNZNO @ research @ 555 |
Serial |
541 |
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| Permanent link to this record |
