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Author |
Ogden, Emma |
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Title |
Is it ACE? The influence of the Advanced Choice of Employment scheme on new graduates' decisions to accept a position in the Nurse Entry to Specialist Practice in Mental Health and Addiction programme. |
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Book Whole |
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Year |
2018 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
183 p. |
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Keywords |
Graduate nurses; Recruitment and retention; Nursing education; Nurse Entry to Specialty Practice (NESP); Advanced Choice of Employment (ACE); Mental health nursing; Addiction nursing |
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Abstract  |
Uses an instrumental case study to explore the role of Advanced Choice of Employment (ACE) on the decision to enter the Nurse Entry to Specialised Practice (NESP). Examines the NESP programme in one DHB in which 14 participants who had accepted positions on NESP without specifying the specialty were given semi-structured interviews, as was the NESP coordinator about the employer experience of NESP. Suggests how education providers and DHBs can prepare ACE applicants for the recruitment process. |
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Call Number |
NZNO @ research @ |
Serial |
1643 |
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Author |
Ball, Christine |
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Title |
Are we ready yet?: New graduate nurses' experience of workplace violence and agression and their sense of readiness |
Type |
Book Whole |
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Year |
2016 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
160 p. |
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Keywords |
Graduate nurses; Workplace violence; Workplace aggression |
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Abstract |
Uses a qualitative descriptive approach to explore the experience of 7 graduate nurses employed in a range of sectors, of workplace violence and aggression (WPVA). Conducts semi-structured interviews and analyses the data using thematic analysis, generating 3 themes: Part of the Journey, Towards Self-Efficacy, and Maintaining Integrity. Identifies coping strategies. |
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Call Number |
NZNO @ research @ |
Serial |
1564 |
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Author |
Clarke, R. |
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Title |
New graduate nurse experiences of using health assessment skills in practice: A descriptive qualitative study |
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Year |
2006 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Issue |
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Pages |
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Keywords |
New graduate nurses; Clinical assessment |
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Abstract |
Use of health assessment skills is undeniably part of everyday nursing practice, guiding nursing decisions and a part of facilitating patient outcomes. Undergraduate nursing education in New Zealand includes the use of health assessment skills within the context of nursing practice. The registered nurse working in their first year of practice is required to use effective assessment skills to identify potential risks to a patient's health, while learning to adjust to the many other demands of practice, but little research has explored these experiences. The purpose of this research study was to describe the experience of using health assessment skills within the first year of practice as a registered nurse. Using a qualitative descriptive method, informed by phenomenology, interviews were conducted with six newly graduated registered nurses working within a New Zealand setting. Findings of this study revealed that graduates endeavour to incorporate the skills of health assessment taught at undergraduate level into their practice. Six main themes of health assessment philosophy; tuning in; mobilising health assessment skills; recognition; anxiety; and identification and facilitation of outcomes can be aligned with Benner's (1984) model of skill acquisition. The author suggests that these research findings are useful to inform nursing education, clinical practice and further research. An awareness of these graduate experiences provides opportunities for nurses in both clinical practice and education to facilitate and support graduate nurses' of health assessment within their nursing practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
682 |
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Author |
Southwick, M. |
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Title |
Pacific women's stories of becoming a nurse in New Zealand: A radical hermeneutic reconstruction of marginality |
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Year |
2001 |
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 |
Pacific peoples; New graduate nurses |
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Abstract |
This thesis examines Pacific women's experiences of becoming a nurse and their first year of practice post-registration, within the New Zealand context. The participants' stories of being students and beginning practitioners are inter-woven with the author's own reflections as a nurse and nurse educator who also claims a Pacific cultural heritage. To create the space in which the stories can be laid down, the thesis includes a description of the migration and settlement of Pacific peoples in Aotearoa/New Zealand. This description shows how Pacific people have been systematically stigmatised and locked into marginalised positions by mainstream dominant culture. The thesis deconstructs, what the author describes as, taken-for-granted and self perpetuating conceptualisations of marginality that currently underpin most theoretical explanations and proposes a reconstructed map of marginality. This deconstructed/reconstructed map of marginality is used as a template through which the experiences of the participants are filtered and interpreted. Radical Hermeneutics provides a philosophical underpinning for this project that has as one of its objectives the desire to resist reducing complexity to simplistic explanation and superficial solutions. The thesis challenges nursing to examine its role in reproducing the hegemonic power of dominant culture by applying unexamined cultural normative values that create binary boundaries between 'them' and 'us'. At the same time the thesis challenges Pacific people to move past hegemonically induced states of alienation and learn how to walk in multiple worlds with confidence and power. |
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Call Number |
NRSNZNO @ research @ |
Serial |
485 |
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Author |
Walker, J.; Bailey, S. |
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Title |
The clinical performance of new degree graduates |
Type |
Journal Article |
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Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
14 |
Issue |
2 |
Pages |
31-42 |
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Keywords |
New graduate nurses; Professional competence; Nursing; Education; Teaching methods |
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Abstract |
This study aimed to identify how graduates perceived their clinical performance during their first year of practice. A convenience sample of 30 graduates was surveyed after 3 months and 7 months in practice, using an adapted form of a questionnaire devised by Ryan and Hodson (1992). The results showed that over time, graduates generally required less direction in all areas of clinical competence. After 7 months in practice, the majority of the graduates rated their performance in nursing skills, communication skills, and professionalism at the expected level or above. However, some still required direction with using theory and research in practice, with meeting client's psychosocial needs and with teaching clients. In the leadership competency, after 7 months, most graduates saw themselves functioning at the expected level related to client care and needed less direction in unit management skills. However, many of the unit management skills were rated as 'not applicable' indicating that new graduates are not initially placed in a management role. Implications for nursing education and limitations of the research are discussed. |
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Call Number |
NRSNZNO @ research @ |
Serial |
638 |
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Author |
Holloway, K. T. |
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Title |
Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program |
Type |
Journal Article |
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Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
14 |
Issue |
1 |
Pages |
22-32 |
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Keywords |
Nursing; Education; Curriculum; New graduate nurses; Evaluation |
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Abstract |
This research seeks to determine an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical-surgical areas in 2 large hospitals offering student placements were asked to rate the frequency of performance of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considers for inclusion in the undergraduate programme. Clinicians were asked to list the 10 most important skills and related level of competence expected from the newly-registered nurse. |
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Call Number |
NRSNZNO @ research @ |
Serial |
640 |
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Author |
Rydon, S.E.; Rolleston, A.; Mackie, J. |
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Title |
Graduates and initial employment |
Type |
Journal Article |
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Year |
2008 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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Volume |
28 |
Issue |
5 |
Pages |
610-619 |
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Keywords |
New graduate nurses; Curriculum; Work |
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Abstract |
This research project was undertaken to inform nurse educators in the Department of Nursing and Health Studies of Manukau Institute of Technology of the employment opportunities for new graduate nurses emerging from the three year degree and registration programme. Graduates from the programme for the previous three years were surveyed for their experiences in gaining employment. 89.8% of graduates were successful in gaining employment in the first three months post registration. The number of graduates employed within a district health board declined across the three years but there were no significant differences between cohorts. Overall, 73% of graduates were employed into new graduate positions. The majority of graduates felt that their nursing education prepared them well for their role as a registered nurse. The findings of the qualitative data identified a strong need for science throughout the degree; longer clinical blocks; increased hands on experience; more practice with skills and less theory in relation to practical experience. |
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Call Number |
NRSNZNO @ research @ |
Serial |
701 |
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Author |
Turner, R.S. |
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Title |
Preceptorship in nursing: Preceptors' and preceptees' experiences of working in partnership |
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Year |
2007 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
New graduate nurses; Preceptorship; Training; Professional development; Mentoring |
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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. |
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Call Number |
NRSNZNO @ research @ 491 |
Serial |
477 |
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Author |
Scott, S.; Johnson, Y.; Caughley, B. |
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Title |
An evaluation of the new graduate orientation programme: Introduced at Capital Coast District Health Board's Wellington Hospital in March 1998 |
Type |
Report |
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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 |
New graduate nurses; Hospitals |
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Abstract |
This report presents a longitudinal research study which evaluated the effectiveness of the twelve months New Graduate Orientation Programme introduced at Capital Coast District Health Board's Wellington Hospital in March 1998. The programme was implemented to assist new nursing graduate's transition into the role of registered nurse. The evaluation project took place over a three-year period. Three annual intakes of new graduates enrolled in the New Graduate Orientation Programme were surveyed by questionnaire on their completion of the programme. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1156 |
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Author |
Holloway, K. T.; Pearson, J.R. |
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Title |
Trailblazers: Primary health care programme evaluation |
Type |
Conference Article |
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Year |
2005 |
Publication |
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Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
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Volume |
Paper presented June 2004 at Royal New Zealand Plu |
Issue |
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Pages |
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Keywords |
New graduate nurses; Primary health care; Evaluation research; Professional development |
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Abstract |
This report is an evaluation of the academic journey undertaken by a group of newly graduated nurses who were sponsored by a New Zealand district health board to work in a variety of primary health care nursing settings. The impetus for this pilot employment option was the Ministry of Health's focus on primary health care nursing and workforce development for this sector and the Expert Advisory Committee for primary health care nursing's recommendations to district health boards regarding employment of graduate nurses and support for them to engage in post graduate study. Evaluation participants were primarily the graduate nurses who were interviewed at the end of their first year of practice which was following programme completion then again nine to ten months later. Findings include the nurses reflections on what supported them and what acted to impede as barriers to their learning success and practice development. The report concludes with five recommendations that can be used to ensure that the travels of future newly graduated nurses taking this pathway are supported, safe and successful. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1200 |
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Author |
Dredge, A. |
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Title |
Satisfaction with and importance of selected preceptor characteristics: A new graduate perspective |
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Year |
2008 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Volume |
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Issue |
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Pages |
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Keywords |
New graduate nurses; Preceptorship; Training |
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Abstract |
This pilot descriptive study examines and measures the characteristics of preceptors of new graduate registered nurses undertaking the Nurse Entry to Practice Programme in an acute hospital in New Zealand. Thirty-three new graduate registered nurses at the five month stage of the programme completed a questionnaire pertaining to the characteristics of their preceptors. The questionnaires were adapted from the Ferrans and Powers (1998) Quality of Life Questionnaire. The adapted questionnaires were designed to measure the importance, satisfaction and overall quality of the preceptor's characteristics as perceived by the new graduate registered nurse, using a Likert Scale. Literature both international and national was examined to gain an understanding of the importance of the characteristics in question, in relation to the new graduate registered nurse preceptee experience. Descriptive data revealed the importance of characteristics as perceived by the new graduate nurse preceptee, and how satisfied the new graduate nurse was with their particular preceptor's characteristics. The results identified that the majority of new graduates were satisfied with the characteristics of their preceptor but there was evidence of negative discrepancies between the mean importance and satisfaction scores. The range of data between the scores of the overall quality of the preceptor uncovered areas where the quality of preceptorship was unsatisfactory as perceived by the new graduate nurse. The discrepancies in the data were examined and recommendations made for additional research, regarding selection and evaluation of preceptors of the new graduate registered nurse within the hospital environment. |
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Call Number |
NRSNZNO @ research @ |
Serial |
912 |
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Author |
Pearson, J.R.; Holloway, K. T. |
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Title |
A postgraduate primary health care programme for experienced registered nurses and newly graduated nurses |
Type |
Journal Article |
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Year |
2006 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
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Volume |
13 |
Issue |
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Pages |
44-52 |
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Keywords |
Primary health care; New graduate nurses; Registered nurses; Nursing; Education |
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Abstract |
This paper outlines the historical development of the Postgraduate Certificate in Primary Health Care Specialty Nursing programme. The paper discusses the multiple contextual considerations for the programme in terms of New Zealand health policy direction, academic level, and appropriate level of competency development for nurses new to primary health care and newly graduated nurses. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1040 |
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Author |
Atherfold, C. |
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Title |
Will someone walk with me? A case study exploration of graduate nurses' perceptions of the preceptored experience |
Type |
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Year |
2008 |
Publication |
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Abbreviated Journal |
Unitec New Zealand Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Preceptorship; New graduate nurses |
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Abstract |
The transition from student to registered nurse is a challenging and often stressful time in a nurse's career. This thesis is a case study research project that explores the graduate nurses' perceptions of preceptorship as a strategy to support this transition at Lakes District Health Board (DHB). As a provider of graduate nurse programmes since 1995, Lakes DHB has provided preceptorship for the nurse in the initial period of clinical practice. Annual evaluation by questionnaire identified that this has been applied in a range of ways in different clinical settings with varying degrees of effectiveness. Further inquiry into graduate nurses' perceptions of the preceptored experience during the first twelve weeks of practice within Lakes DHB forms the basis of this research project. The intention is to utilise this insight to further inform the development of preceptor education programmes and application of the preceptor role in the practice setting. Using the case study research method, data has been collected from fourteen participants using semi-structured interviews, focus groups and secondary data from the previous year's questionnaire undertaken by preceptors and graduate nurses. Thematic analysis of the data has resulted in two categories, each with three associated themes. The first category relates to functional factors in the way the preceptorship role is applied. This explores the role of the Clinical Nurse Educator (CNE), organisation within the unit and the teaching of clinical skills. The second category relates to psychosocial considerations and includes the graduate's sense of being scared and advocacy of the preceptor, socialisation and team support, and the preceptor's own experience as a registered nurse. Recommendations from the research include the allocation of a dedicated preceptor selected with consideration for relational ability; complementary rostering and workload allocation to ensure that the preceptor and graduate nurse work together; early notification when preceptor arrangements break down; implementation of a clinical coaching plan; and strengthening the CNE's role as a leader facilitating and supporting preceptorship in the units. Opportunities for further research that arise from the study include the perceptions of the preceptors and the nursing leadership in clinical areas. Structuring the application of preceptorship, to ensure that all of these aspects are woven throughout the graduate nurse's transition results in Korowai Aroha, a cloak of covering for a supported transition that facilitates the development of practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
866 |
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Author |
Roud, D.; Giddings, D.L.S.; Koziol-McLain, J. |
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Title |
A longitudinal survey of nurses' self-reported performance during an entry-to-practice programme |
Type |
Journal Article |
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Year |
2005 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
21 |
Issue |
2 |
Pages |
37-46 |
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Keywords |
New graduate nurses; Methodology; Professional competence; Training |
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Abstract |
The researchers conducted a study to compare self-reported changes in both frequency and quality of performance of nursing behaviours in a cohort of recently graduated nurses undertaking a one year entry to practice programme. Thirty-three nurses were surveyed, seven weeks after beginning the programme and again seven months later, using a modified version of Schwirian's (1978) Six-Dimension Scale of Nursing Performance (6-DSNP). Over the study period participants reported significant increases in frequency of performance for the domains of leadership, critical care, teaching/collaboration, and planning/evaluation. Significant increases in the quality of nurse behaviours in the domains of critical care, planning/evaluation and interpersonal relations/communication were also reported. The modified Schwirian 6-DSNP was found to be a useful instrument for measuring nurses' self reporting of performance during periods of transition. |
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Call Number |
NRSNZNO @ research @ 553 |
Serial |
539 |
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Author |
Paton, B.; Martin, S.; McClunie-Trust, P.; Weir, N. |
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Title |
Doing phenomenological research collaboratively |
Type |
Journal Article |
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Year |
2004 |
Publication |
Journal of Continuing Education in Nursing |
Abbreviated Journal |
Wintec Research Archive |
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Volume |
35 |
Issue |
4 |
Pages |
176-181 |
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Keywords |
Qualiltative research; Nursing research; New graduate nurses |
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Abstract |
The purpose of this article is twofold. The first is to clarify some of the challenges experienced while conducting collaborative research and describe the steps taken to ensure consistency between the purpose of the research and the phenomenological research design used to explore the learning that nursing students acquire in their final clinical practicum. Second, it was thought that by illuminating this learning, registered nurses working as preceptors and those supporting new graduates could gain insight into the complexities of learning the skills of safe and competent practice from the student's perspective. This insight is essential in creating a strategy between education and practice to minimise the duplication of learning opportunities and lessen the cost of supporting newly registered nurses, which may be at the expense of investment in the professional development of experienced registered nurses. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1202 |
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