Winnington, R., & Cook, C. (2021). The gendered role of pastoral care within tertiary education institutions: An autoethnographic reflection during COVID-19. Nursing Praxis in Aotearoa New Zealand, 37(3).
Abstract: Highlights the exacerbated gendered inequities for academic women caused by the pandemic, including gender pay gap, and women being channelled into administrative, teaching, and pastoral care roles not recognised with career advancement and remuneration compared to research routes facilitated for male colleagues. Uses a collaborative auto-ethnographic approach to reflect on the authors' experiences of emotional labour in supporting nursing students throughout the Covid-19 pandemic and the invisibility of the work within academia. Notes that the patriarchal construction of academia remains present and highly visible to the detriment of many female career trajectories.
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Winters, S. (2019). Exploring the perceptions of nursing students and nursing academic lecturers on the use of gallows humour in the clinical setting. Master's thesis, University of Otago, Dunedin.
Abstract: Investigates the perceptions of students enrolled in any of the three years of an undergraduate nursing degree programme, including the nurse lecturers in charge of their teaching. Compares their results with students' to determine differences in perception between those with clinical experience and those without. Collects data using an online questionnaire to identify differences in perception of gallows humour by lecturers, and by older versus younger students.
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Woods, H. (2023). Oral history: a rich tapestry of information. Kaitiaki Nursing Research, 14(1), 62–64.
Abstract: Explains oral history, its types and best practice. Introduces the Oral History and Sound Collection at Turnbull Library, focusing on the Nursing Education and Research Foundation (NERF) special collection of oral history interviews with nurses, which arose out of the NERF Oral History Project. Provides examples of three oral history interview records from the collection.
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Wraight, J. (2019). Assessing English language skills of internationally-qualified nurses in New Zealand. Kai Tiaki Nursing Research, 10(1), 59–60.
Abstract: Introduces the Clinical Communication Assessment Framework (CCAF), adapted by Nelson Marlborough Institute of Technology from communication assessment guidelines developed in Australia to assess nursing students' English language proficiency. Uses this framework to assess nurses, before the competency assessment programme (CAP) four-week clinical nursing placement, for the first time in NZ.
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Wyllie-Schmidt, C., Tipa, Z., & McClunie-Trust, P. (2019). Factors affecting access to immunisation of under-five-year-olds. Kai Tiaki Nursing Research, 10(1), 39–46.
Abstract: Identifies the obstacles for families that prevent immunisation of children under five years. Uses an integrative review to aggregate and examine the findings of published international research on factors affecting immunisation of younger children. Considers child poverty and education level of parents in NZ to be potential barriers to disease prevention through vaccination.
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Wynne-Jones, J., Martin-Babin, M., Hayward, B., & Villa, L. (2020). Patient safety leadership walk-rounds: lessons learrned from a mixed-methods evaluaion. Kai Tiaki Nursing Research, 11(1), 24–33.
Abstract: Assesses the impact of a patient safety leadership walk-rounds (PSLWR) programme in an Auckland hospital to provide recommendations for programme improvement. Involves senior leaders and other departmental representatives visiting wards to conduct staff and patient interviews to capture their experiences, and to assess the environment. Proposes recommendations for organisations intending to or currently implementing a PSLWR programme.
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Yarwood, J., Richardson, A., & Watson, P. (2016). Public health nurses' endeavours with families using the 15-minute interview. Nursing Praxis in New Zealand, 32(3).
Abstract: Explores 16 public health nurses'(PHN) knowledge and use of the five components of the 15-minute interview: manners, therapeutic questions, therapeutic conversations, commendations, and the genogram and ecomap. Employs a qualitative, collaborative, educative study to conduct focus groups for gathering data in pre-and post-intervention phases with PHNs who used either a genogram or eco-map in practice over a three-month period during the intervention phase.
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Yu, S. [F. ]. (2021). Exploring resilience in Intensive Care Nurses in New Zealand. Ph.D. thesis, University of Auckland, Auckland.
Abstract: Investigates intensive care nurses' resilience levels and their association with personal factors and physical activity behaviour; physical work activity behaviour during a 12-hour shift; and clustered physical activity profiles and associations with resilience. Performs a cross-sectional study with intensive care nurses from four units at three hospitals in Auckland. Employs accelerometry to measure participants' physical activity during four days, two at work and two in their own time, and uses the Connor-Davidson Resilience Scale to measure resilience levels.
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Zambas, S., Dewar, J., & McGregor, J. (2023). The Maori student nurse experience of cohorting: Enhancing retention and professional identity as a Maori nurse. Nursing Praxis in Aotearoa New Zealand, 39(1). Retrieved May 23, 2024, from http://dx.doi.org/https://doi.org/10.36951/001c.73358
Abstract: Identifies cohorting as a culturally-responsive teaching and learning strategy, which in the case of a Bachelor of Health Science Nursing programme led to whanaungatanga (connection), tikanga (correct practice), wananga (learning conversation), and manaakitanga (ethic of care) among the Maori cohorts. Conducts focus groups with students in years two and three of the programme to explore their experiences.
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