| |
Records |
Links |
|
Author |
Dent, G.W. |
|
| |
Title |
Mental health nurses' knowledge and views on talking therapies in clinical practice |
Type |
|
| |
Year  |
2008 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria http://hdl.handle.net/10063/675 |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Psychiatric Nursing; Attitude of health personnel; Evidence-based medicine; Professional development |
|
| |
Abstract |
Using a qualitative descriptive research design, this study explored nurses' knowledge and views on their talking therapy training and skills in practice. The study examined the use of talking therapies, or specialised interpersonal processes, embodied within the Te Ao Maramatanga: New Zealand College of Mental Health Nurses Inc (2004) Standards of Practice for Mental Health Nurses in New Zealand. A survey questionnaire was sent to 227 registered nurses from a district health hoard mental health service and a sample of eight nurses participated in a semi-structured interview. Content analysis based on the headings “knowledge views, skill acquisition and skill transfer” established the major themes from the data collection processes. The findings confirmed that nurses believe their knowledge and skills in evidence-based talking therapies to be vitally important in mental health nursing practice. Nurses identified that talking therapy training courses needed to be clinically relevant and that some learning strategies were advantageous. The identification of some knowledge gaps for, nurses with limited post graduate experience, and for nurses who currently work in inpatient areas suggests that further consideration must be given to ensure that a cohesive, sustainable approach is ensured for progression of workforce development projects relevant to training in talking therapies for mental health nurses in New Zealand. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1151 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kennedy, W. |
|
| |
Title |
How do Registered Nurses utilise self assessment and performance appraisal to inform their professional practice? |
Type |
|
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
Eastern Institute of Technology Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Professional development; Registered nurses |
|
| |
Abstract |
This thesis describes an exploratory study of registered nurses within a local district health board which pursued 'if' and 'how' professional practice frameworks assisted nurses in their individual professional practice. Self assessment and performance appraisal are identified as critical elements of professional development by the Nursing Council of New Zealand, and this became the focus of the author's research. A qualitative descriptive framework was utilised to explore the research question, where experiences of registered nurses employed within inpatient adult medical and surgical settings were collected through questionnaire. Analysis of the data was through general inductive thematic approach. Eight themes arose, of which, two have sub-themes. The first four themes relate to self assessment and performance appraisal and the second four themes relate to professional practice. The findings from the participant's perspective provide an understanding of how participants' utilised self assessment and performance appraisal to inform their professional practice. There are significant implications for professional practice within the findings of this study, which are presented along with recommendations for future practice, and future avenues for research. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1161 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kuehl, S. |
|
| |
Title |
Emergency Department re-presentations following intentional self-harm |
Type |
|
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Emergency nursing; Psychiatric Nursing; Mental health; Clinical assessment |
|
| |
Abstract |
The aim of this research was to describe what factors contribute to people re-presenting to the emergency department (ED) within one week of a previous visit for intentional self-harm. Objectives identified were to describe the people using demographic and clinical features; describe and evaluate ED management; and identify possible personal or system reasons as to why people re-present to ED within one week. A retrospective observational design was selected for a period of one year. The data was collected from electronic clinical case notes. The sample consisted of 48 people with 73 presentations and re-presentations. Missing data limited the number of inferential analyses. Outcome measures were divided into information regarding the person and the presentation. This study made several discoveries: many representations (55%) occurred within one day; the exact number of people who represented many times to ED is unknown, but is far higher than reported in other studies; fewer support people were present for the second presentation; the documentation of triage and assessments by ED staff was often minimal, though frequently portrayed immense distress of this population; cultural input for Maori was missing; physical health complaints and psychosis were found with some intentional self-harm presentations; challenging behaviours occurred in at least a quarter of presentations; and the medical and mental health inpatient admission rates were approximately 50% higher for second presentations. Recommendations in regard to the use of a triage assessment tool, the practice of reviewing peoples' past presentations and the need for a mental health consultation liaison nurse in ED are made. Staff education, collaboration between services with consumer involvement and further research of this group are required. This study supports the need for holistic and expert care for people who present at emergency departments with intentional self-harm. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1214 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Fairhall, M. |
|
| |
Title |
An observational study of Peripherally Inserted Central Cather(PICC)-related complications amongst oncology patients |
Type |
|
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Patient safety; Equipment and Supplies; Nursing specialties; Cancer; Oncology |
|
| |
Abstract |
This thesis reports on a retrospective observational study that examined the complication rate of peripherally inserted central catheters (PICCs) within a regional cancer centre. PICCs are increasingly used for delivery of chemotherapy and other intravenous therapies in oncology patients. A literature review revealed that almost all published research on PICC complications reported on silicone (Groshong(TM)) catheter use, rather than the polyurethane (Arrow(TM)) PICCs used at Christchurch Hospital. Also, much literature referred to PICCs being inserted by non-nurses, whereas the Christchurch service uses specially-trained nurses to insert them. The purpose of the study was to identify the nature, incidence and rates of polyurethane (Arrow(TM)) PICC complications in an adult oncology cohort. Ethics Committee approval was gained to retrospectively follow all PICCs inserted in adult oncology patients at Christchurch Hospital over a 13-month period from 1st March 2006 until 31st March 2007. Data collected were analysed utilising the statistical computer package SPSS. One hundred and sixty-four PICCs were inserted into 156 individual oncology patients over this period. The median dwell time was 68 days for a total of 14,276 catheter-days. Complications occurred in 25 (15%) out of 164 PICC lines, in 22 (15%) of the 156 patients for an overall complication rate of 1.75 per 1000 catheter-days. However, only 16 of the 25 PICCs with complications required early removal (9.75% of the cohort) for a favourably low serious complication rate of 1.12 per 1000 catheter-days. The three commonest complications were infection at 4.3% (7/164) or 0.49 infection complications/1000 PICC-days, PICC migration at 3% (5/164) or 0.35/1000 catheter days, and thrombosis at 2.4% (4/164) or 0.28/1000 catheter days. The median time to complication was 41 days. Those with complications were more likely to have a gastro-intestinal or an ovarian cancer diagnosis, and less likely to have colorectal cancer. These findings provide support for the safe and effective use of polyurethane (Arrow(TM)) PICCs for venous access within the adult oncology context. Furthermore, it suggests that cost effective nurse-led (Arrow(TM)) PICC insertions can contribute to a low complication rate. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1222 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Brinkman, A.; Wilson-Salt, R.; Walker, L. |
|
| |
Title |
Education survey report: Implications for practice |
Type |
Report |
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
http://www.nzno.org.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Professional development; Professional Competence; Nursing |
|
| |
Abstract |
Professional development is an ongoing requirement of nurses as a result of the Health Practitioners Competence Assurance Act. The Act?s principal purpose is to protect the health and safety of the public by ensuring health practitioners are fit and competent to practise. This survey was designed to explore the avenues nurses have taken, and would prefer to take, for their professional development. The questionnaire was sent to a random sample of the New Zealand Nurses Organisation's registered and enrolled nurse members. Nurses overwhelmingly favoured professional development in the workplace. More than half the respondents reported a conflict with other time commitments, while a number of respondents wrote of their desire for work-life balance. The cost of fees, ability to take time off work, and time and travelling distance were all hurdles to professional development. Nurses cited information technology, conflict resolution, managing challenging behaviour, and dealing with rostered & rotating shifts as aspects of their current work for which their nursing education (pre and post) had not adequately prepared them. Nurses also indicated that their pre-registration education in health systems and political processes was inadequate for their current work. As nurses aged, their interest in professional development increased, though many still preferred workplace options. The authors conclude that, in order for professional development opportunities to be accessible and relevant, resources and time must be made available. This is vital to achieve ongoing education of nurses and improved patient outcomes. Management support, combined with effective assessment of learning needs guiding professional development opportunities, are fundamental to ensuring nurse competence. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1329 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kennedy, Wendy Lynette |
|
| |
Title |
How do Registered Nurses utilise self assessment and performance appraisal to inform their professional practice? |
Type |
Book Whole |
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
97 p. |
|
| |
Keywords |
Registered Nurses; Self-assessment; Performance appraisal; Surveys |
|
| |
Abstract |
Describes an exploratory study of Registered Nurses (RNs) within a local District Health Board which pursued the question of 'if' and 'how' professional practice frameworks assisted nurses in their individual professional practice, specifically self-assessment and performance appraisal. Utilises a qualitative descriptive framework to explore the experiences of RNs in inpatient settings, via questionnaire. Identifies 8 themes related to self-assessment, performance appraisal, and professional practice. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1703 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Butters, Katheryn Janine |
|
| |
Title |
A qualitative study of the ethical practice of newly-graduated nurses working in mental health |
Type |
Book Whole |
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
184 p. |
|
| |
Keywords |
Newly-graduated nurses; Nursing ethics; Mental health nurses; Surveys |
|
| |
Abstract |
Presents a qualitative exploration of factors that influence eight newly-graduated nurses as they endeavour to practice ethical mental health nursing. Gathers data from in-depth interviews with the participants, analysed using a thematic analysis method. Considers aspects of the social and political context within which the participants are situated. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1861 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Pitama, S.; Robertson, P.; Cram, F.; Gillies, M.; Huria, T.; Dalla-Katoa, W. |
|
| |
Title |
Meihana model: A clinical assessment framework |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
New Zealand Journal of Psychology |
Abbreviated Journal |
|
|
| |
Volume |
36 |
Issue |
3 |
Pages |
118-125 |
|
| |
Keywords |
Nursing models; Clinical assessment; Maori; Mental health |
|
| |
Abstract |
In 1984 Mason Durie documented a framework for understanding Maori health, Te Whare Tapa Wha, which has subsequently become embedded in Maori health policy. This article presents a specific assessment framework, the Meihana Model, which encompasses the four original cornerstones of Te Whare Tapa Wha, and inserts two additional elements. These form a practice model (alongside Maori beliefs, values and experiences) to guide clinical assessment and intervention with Maori clients and whanau accessing mental health services. This paper outlines the rationale for and background of the Meihana Model and then describes each dimension: whanau, wairua, tinana, hinengaro, taiao and iwi katoa. The model provides a basis for a more comprehensive assessment of clients/whanau to underpin appropriate treatment decisions. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
459 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Carryer, J.B.; Russell, L. |
|
| |
Title |
Nurses' understandings of the Professional Development Recognition Programme |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
23 |
Issue |
2 |
Pages |
5-13 |
|
| |
Keywords |
Professional development; Professional competence |
|
| |
Abstract |
Professional Development and Recognition Programmes (PDRP) for nurses have developed out of the Clinical Career Pathways (CCP) of the 1990s. The Health Practitioners Competence Assurance Act (2003) has now required all health professionals to provide evidence that their practice meets criteria set by the individual regulatory body, which, for nursing, is the Nursing Council of New Zealand. In 2002 a tool was developed to measure knowledge and attitudes of the then CCP which was tested with 239 nurses. This paper is a report on the second application of the tool in the same hospital in New Zealand. Results show that knowledge and attitudes of the PDRP are similar to those found in the previous study. It also suggests that greater understanding of the PDRP and the implementation process increases the likelihood of a positive response to the programme. |
|
| |
Call Number |
NRSNZNO @ research @ 476 |
Serial |
463 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M. |
|
| |
Title |
Teaching and learning with technology as enabler: A case study on flexible learning for postgraduate nurses |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Education; Technology; Nursing; Professional development; Teaching methods |
|
| |
Abstract |
The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses, are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students' assessed work and interviews with key stakeholders: student, teacher and the organisation. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. The author concludes that flexible learning improved access, choice, and provided an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as, the author suggests, it is at this level where greater change can be made to improve support for flexible learning provision. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
473 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wilson, M.J. |
|
| |
Title |
Strategies for the nurse leader to enhance nursing practice and promote workforce development within an interdisciplinary alcohol & other drugs team |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Professional development; Alcoholism; Nursing specialties; Nursing; Nurse managers; Drug abuse; Substance abuse |
|
| |
Abstract |
This dissertation had two main aims. The first was to explore the literature from which nurse leaders of alcohol and other drug services might develop their leadership skills so as to enhance nursing practice within an interdisciplinary alcohol and other drug team. The second was to further utilise these skills to develop a 'toolkit' which would assist in the successful management of the team but would also aid with workforce development. In addition, this dissertation was linked to the Nursing Council of New Zealand Competencies for the Registered Nurse Scope of Practice (2005) and Competencies for Advanced Nursing Practice (2001). This dissertation provides direction for the nurse leader wishing to develop their toolkit. Implications for the advancement of nursing are suggested. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
474 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Haitana, J. |
|
| |
Title |
Building relationships: A qualitative descriptive study reflective of the day-to-day experiences of one group of preceptors in a provincial hospital in New Zealand |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Hospitals; Preceptorship; Education; Professional development; Mentoring; Training; Nursing |
|
| |
Abstract |
Research suggests that the experience of being a preceptor can be rewarding, but there are challenges which may impact on their ability to fulfil the preceptorship role. In an effort to understand the experiences of being a preceptor and the factors that impact on that role, a qualitative descriptive study was undertaken in a small provincial hospital in New Zealand. A purposeful sample of five registered nurse preceptors completed semi-structured audio-taped interviews. Seven common categories were developed from the data – willingness to engage, building a relationship, letting go, support, workload, students in the clinical setting and making judgements. The author notes that this research has highlighted that preceptors need prior notice that they are going to be having student nurses so that they can be better prepared; preceptors and student nurses also need to be rostered together for the whole placement to allow a one-on-one relationship to develop. Preceptors would benefit from having a lighter workload during the first few days of preceptoring as then they can spend more time teaching the student. Schools of nursing and hospitals also need to have an ongoing collaborative relationship in planning and supporting the preceptorship program; this would further support preceptors in their role. The lecturer from the school of nursing needs to be contactable and available to both the preceptor and the student to clarify any misunderstandings and as a resource should any problems arise. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
476 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Turner, R.S. |
|
| |
Title |
Preceptorship in nursing: Preceptors' and preceptees' experiences of working in partnership |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
New graduate nurses; Preceptorship; Training; Professional development; Mentoring |
|
| |
Abstract |
This research is about preceptorship in nursing. There is considerable emphasis placed on health care organisations to support newly appointed graduate nurses, and preceptorship is a recommended model. Despite this emphasis, the author suggests that little is known about how preceptorship partnerships work in practice. The primary focus of this exploratory descriptive qualitative study was to explore the perspectives that preceptors and preceptees, who had worked in partnership, had about how they established and sustained their respective roles. Three sets of registered nurses who had recently completed a preceptorship experience were interviewed about their partnership. Content and thematic analysis of this descriptive data revealed four main themes. The preceptorship relationship grows out of respect for each another and develops as a result of honest and open communication. Preceptees who have an initial positive experience into their new work area settle quickly and efficiently into their new role. Preceptees appreciate preceptors who are welcoming, supportive and willing to undertake the role, while preceptors are happy to undertake the role if the graduate displays an interest in learning and are willing to be guided. The preceptee learns what it means to be a registered nurse in the particular working context, while the preceptor learns how to support learning processes and evidence-based practices. The author goes on to say that further exploration and investigation of these themes and of the relationships that evolve during preceptorship partnerships is needed. By understanding these findings, organisations can prepare both the preceptor and preceptee as they begin to undertake their role to ensure future partnerships will be successful. |
|
| |
Call Number |
NRSNZNO @ research @ 491 |
Serial |
477 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
North, N. |
|
| |
Title |
International nurse migration: Impacts on New Zealand |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Policy, Politics, & Nursing Practice |
Abbreviated Journal |
|
|
| |
Volume |
8 |
Issue |
3 |
Pages |
220-228 |
|
| |
Keywords |
Recruitment and retention; Registered nurses |
|
| |
Abstract |
Nurse migration flows in and out of New Zealand are examined to determine impacts and regional contexts. A descriptive statistics method was used to analyse secondary data on nurses added to the register, New Zealand nurse qualifications verified by overseas authorities, nursing workforce data, and census data. It found that international movement of nurses was minimal during the 1990s, but from 2001 a sharp jump in the verification of locally registered nurses by overseas authorities coincided with an equivalent increase in international registered nurses added to the local nursing register. This pattern has been sustained to the present. Movement of local registered nurses to Australia is expedited by the Trans-Tasman Agreement, whereas entry of international registered nurses to New Zealand is facilitated by nursing being an identified “priority occupation”. The author concludes that future research needs to consider health system and nurse workforce contexts and take a regional perspective on migration patterns. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
711 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Dorofaeff, M.J. |
|
| |
Title |
Shared status and advocating practices: Nurses who work with clients who have a co-existing intellectual disability and mental health problem |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Mental health; Psychiatric Nursing |
|
| |
Abstract |
This research is informed by the interpretive phenomenology of van Manen, and explores the lived experience of nursing from the perspective of nurses who provide care for people with a co-existing intellectual disability and mental health problem. Although nursing research is commonly informed by phenomenology, there is a dearth of literature of any description written from the perspective of nurses who provide care for people with intellectual disabilities and mental health problems. As a result of the closure of many large institutions in New Zealand there are not many nurses who work with people who have intellectual disabilities and co-existing mental health problems. The study participants were four nurses purposefully selected because they provided care for people with intellectual disabilities and mental health problems. Data was collected using semi-structured interviews, and the researcher identified and wrote about the recurring themes in the transcribed interview data, which best captured the lived experience of the participants. The themes were: criticism of services, holistic caring, working with the client, issues of status, need for specialist knowledge, enduring relationships, diagnostic issues, advocating, modelling good practice; and working alongside. After further analysis the themes were encompassed within the larger interrelated themes of “Status and positioning” and “Advocating practices”, and finally within a single theme of: “The status and positioning of the nurse and the client leads to advocating practices.” These themes were found to be consistent with the nursing literature and with the researcher's own lived experience as a nurse who works in a specialist mental health intellectual disability service. The findings of this research have implications for a number of groups in New Zealand. Among the author's conclusions are that input is required from the Nursing Council of New Zealand, the nursing profession, nurse educators and the government to raise the status of clients with co-existing intellectual disabilities and mental health problems and the nurses who work with this client group. In addition, the roles for nurses who work with this client group are emerging and are likely to be diverse and there is a need for further research to capture the different experiences of these nurses. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
747 |
|
| Permanent link to this record |
