| Records |
Author  |
Findlay, W. |
| Title |
The effect of peer learning and review groups on practice nurses' clinical practice: A mixed method survey |
Type |
|
| Year |
2006 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Primary health care; Nursing; Education; Clinical supervision |
| Abstract |
The aim of the study was to explore how practice nurses perceive engagement in Peer Learning and Review Groups impacts personally and professionally on their clinical practice. An anonymous self-administered postal questionnaire was completed by 55 practice nurses who attend Peer Learning and Review Groups in the South Island. A mixed method design was utilised to obtain both qualitative and quantitative data. Practice nurses considered group attendance was important for professional development with the majority perceiving that their attendance had a positive effect on their clinical practice. The nurses perceived clear linkages between the significant learning that occurred in the groups and changes in delivery of patient care. Additional benefits included improved collegial relationships, professional awareness and personal growth. The author concludes that, together, these findings underline the importance of Peer Learning and Review Groups as an effective tool for ongoing personal and professional development within nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
490 |
| Permanent link to this record |
| |
|
| |
| Author |
Farrell, E. |
| Title |
A lamp to light the way: Public health nurses' perceptions and experiences of professional/clinical supervision |
Type |
|
| Year |
2003 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Public health; Nursing; Clinical supervision; Professional competence |
| Abstract |
|
| Call Number |
NRSNZNO @ research @ 887 |
Serial |
871 |
| Permanent link to this record |
| |
|
| |
| Author |
Doughty, L. |
| Title |
Evaluation of the 2002 Auckland District Health Board: First year of clinical practice programme |
Type |
|
| Year |
2004 |
Publication |
|
Abbreviated Journal |
University of Auckland Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Clinical supervision; Nursing; Education |
| Abstract |
|
| Call Number |
NRSNZNO @ research @ |
Serial |
1113 |
| Permanent link to this record |
| |
|
| |
| Author |
Codlin, K.C. |
| Title |
Mental health nurses and clinical supervision: A naturalistic comparison study into the effect of group clinical supervision on minor psychological disturbance, job satisfaction and work-related stress |
Type |
|
| Year |
2004 |
Publication |
|
Abbreviated Journal |
University of Otago Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Psychiatric Nursing; Clinical supervision; Stress; Job satisfaction; Mental health |
| Abstract |
|
| Call Number |
NRSNZNO @ research @ 845 |
Serial |
829 |
| Permanent link to this record |
| |
|
| |
| Author |
Anderson, P.R. |
| Title |
Determining competency for entry to nursing practice: A grounded theory study |
Type |
|
| Year |
2008 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Professional competence; Clinical supervision; Nursing; Education |
| Abstract |
Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented, the author suggests could further enhance the validity and reliability of assessment outcomes. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1182 |
| Permanent link to this record |
