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Beaton, T. (2004). Postnatal depression: Four women's experiences of care from a nurse. Ph.D. thesis, , .
Abstract: Postnatal depression is a term used loosely to describe disorders of mood and distressing symptoms for women in the postpartum, yet it has its own distinct symptoms. It is thought to affect between 10 and 20 percent of new mothers in New Zealand. In order to deliver effective nursing care that has a positive impact on the health of women who experience postnatal depression, nurses need knowledge and theory to underpin practice. This study explores the experience of four women who experienced postnatal depression and the care they received from a nurse. A postmodern feminist position informed the research project. Women became actively involved in a focus group to explore their experiences. A thematic analysis of the focus group transcripts revealed the women's experiences of care from nurses and health professionals as not always helpful. The themes that arose from the analysis were knowledge, perception, care and self. Knowledge examined the women's and significant others' knowledge of postnatal depression as well as women's own knowledge of themselves. Perception identified the women's beliefs of and views on mental illness, as well as their expectations of motherhood. Care as a concept was examined as to how it was provided by nurses. This encompassed a lack of care and, in contrast, supportive care as impacting on the women's individual experiences. Self described the experiences of a loss of self as women experienced their distress in the postpartum, and that a regaining of self was identified by women as difficult, and this is where they required support. The themes are discussed and critiqued with literature that identifies the nursing role with women who experience postnatal depression. There are recommendations for ongoing research and development of the nursing role in order to promote the health and wellbeing of women in the postpartum.
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Harker, D. Y. (2000). Nurses as patients: The stories of two woman nurse educators as recipients of nursing care. Ph.D. thesis, , .
Abstract: In this research two nurse-patients have engaged in a conversation about their experience of 'being nursed'. The project sets out to address the following questions: How might our experiences as nurses who have been hospitalised be drawn upon to influence positive changes in nursing practice? What effect might our experiences of hospitalisation have on us as nurses and on our nursing practice? The study utilises narrative as inquiry and the method of story telling and auto/biography to tell the stories of Maria (a pseudonym) and the researcher herself. This interpretive research has been informed by the feminist process and sits within a postmodern framework. Maria's stories were audio taped and transcribed before being prepared for analysis using 'core story creation', and the process of 'emplotment' (Emden, 1998b). The author's reflective topical autobiographical narrative was constructed through the processes described by Johnstone (1999). Three distinct qualities emerged from both experiences. The first, 'knowing as nurse-patient' contains the three sub-themes of 'having knowledge', 'expectations of being nursed', and 'knowledge gained'. The second distinct quality 'being nursed' contains the two sub-themes of 'feeling safe and cared for' and 'presencing'; and the third, 'not being nursed', contains the four sub themes 'feeling vulnerable', 'invisibility of nurses', 'getting out' and 'feeling let down'. The sub-theme 'getting out' includes three additional sub themes of 'wanting to get out and not wanting to be there', 'leaving and the need for closure' and 'not wanting to go back'. The author notes that nursing does make a difference to patient care. However, for patients to receive therapeutic care, new graduate nurses must be preceptored/mentored by experienced nurses in supportive programmes. Suggestions for further research have been identified.
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Tustin-Payne, W. (2008). Self esteem, competence assessment and nurses ability to write reflectively: Is there any connection? Ph.D. thesis, , .
Abstract: The Health Practitioners Competence Assurance Act 2003 requires nurses to have evidence to support they are competent to practice. Many nurses have become distraught and / or angry at this prospect, and the researcher suggests that this response appears to be more commonly related to the expectation of undertaking reflective writing, which is a key component of the competence evidence. This study explores the predisposing factors relating to nursing, reflective writing and competence to determine how this may impact on a nurse's self esteem. Utilisation of Critical Social Theory informed by feminist framework allows for exploration of the historical, social, political and cultural factors that shape and form female nurses reality in practice. It is a theory that relates to oppression and power, with the primary intent being to raise consciousness in order to emancipate. Although no definitive findings were made, there are multiple factors relating to nurse's history, socialisation, political imperatives and cultural beliefs that have the potential to impact on their self esteem. Competence, competence assessment and reflective practice are complex, therefore presenting multiple challenges. In order for nurses to understand their contextual reality and opportunities for change there is a need for them to engage in critical reflection.
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