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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). Retrieved June 16, 2024, from www.nursingpraxis.org
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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Walker, J. (1998). The transition to registered nurse: the experience of a group of New Zealand degree graduates. Nursing Praxis in New Zealand, 13(2), 36–43.
Abstract: Since 1991, nursing profession in New Zealand has primarily been through a three year programme. The purpose of this study was to explore the issues faced by a group of degree graduates in their first year of registered nurse practice and to identify if the degree graduatesoutcomes (such as critical thinking, problem solving, reflection on practice, research, independent learning, and using cultural safety knowledge) had mediated this transposition process. Purpose sampling was used to invite five female graduates to take part in two focusgroups, one held at months and the other at 9 months after starting work. Qualitative data were collected using semi-structured questions and the taped interviews were analysed for themes. Five themes were identified: accepting responsibility, accepting their level of knowledge, becoming a team member, professional standards, and workplace conditions. Graduates were using their cultural safety knowledge but they perceived their knowledge of research was linked to further academic. Their ability to critique their own practice was evident but they found it difficult to challenge their colleagues' practice and the wider agency culture. Implications of the study are discussed in relation to nursing education and preceptor programmes and areas for further research are indicated
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Wilson, S., & Carryer, J. B. (2008). Emotional competence and nursing education : A New Zealand study. Nursing Praxis in New Zealand, 24(1 (Mar)), 36–47.
Abstract: Explores the challenges encountered by nurse educators who seek to assess aspects related to emotional competence in nursing students. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
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Schroyen, B., & Finlayson, M. (2004). Clinical teaching and learning: An action research study. Nursing Praxis in New Zealand, 20(2), 36–45.
Abstract: Using an educational action research model, a nursing lecturer based in a polytechnic and ten students formed a research group to address one issue that was important to them. The research group chose to plan, implement and evaluate a practical change strategy aimed at improving the teaching and learning relationship between students and staff nurses in clinical settings. A sample of five staff nurses working closely with five students in the group was invited to join the study in order to gain their perspectives on the issues. The findings were that contract learning provides a strategy which, under certain conditions, offers both students and staff nurses an opportunity to improve the effectiveness of their interactions.
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Wilkinson, J. A. (2004). Using adult learning theory to enhance clinical teaching. Nursing Praxis in New Zealand, 20(1), 36–44.
Abstract: In this article four theories of adult learning theory are presented: self directed learning; experiential learning; constructivist theory; and critical thinking. These are discussed alongside theories about motivation to learn. Suggestions for how the theory may be applied to the clinical learning environment are offered.
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McKenna, B. (2002). Risk assessment of violence to others: Time for action. Nursing Praxis in New Zealand, 18(1), 36–43.
Abstract: The author performs a literature search on the topics of risk assessment, dangerousness, aggression, and violence in order to determine an evidence-based approach to risk assessment of patient violence towards others. This is set in the context of possible expansion in the scope of practice of mental health nurses, and the prevalence of nurses being assaulted by patients. In the absence of reliable and valid nursing risk assessment measures, the approach suggested here focuses on the use of observation skills to detect behaviour antecedent to physical assault, and the ability to adapt evidence to specific clinical settings.
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Neville, S. J., & Alpass, F. (1999). Factors influencing health and well-being in the older adult. Nursing Praxis in New Zealand, 14(3), 36–45.
Abstract: This article offers a literature review of selected factors influencing the health and well-being of older people, with a particular emphasis on the older male. Implications for nursing practice in New Zealand are discussed.
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Skerman, N., Manhire, K., Thompson, S., & Abel, S. (2015). Extended Plunket Service for vulnerable teenage mothers : well-child nurses' perspectives. Kai Tiaki Nursing Research, 6(1), 36–40.
Abstract: Reports nurses' perspectives on their role in the extended Well Child/Tamariki Ora service to teenage mothers which has been delivered by the Royal NZ Plunket Society since 2011 to adolescent mothers in Hawke's Bay. Focuses on what nurses consider necessary for this client population and the challenges nurses face. Evaluates the service at two intervals : first when the babies were six months old, and second when they were three years. Conducts interviews to identify the factors essential to successful service delivery : trusting nurse/client relationships, strong inter-agency relationships, team-work and support.
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Hughes, M., Kirk, R., & Dixon, A. (2018). Direction and delegation for New Zealand nurses. Kai Tiaki Nursing Research, 9(1), 36–37.
Abstract: Investigates how enrolled nurses (EN) and registered nurses (RN) perceive their experiences of direction and delegation. Employs narrative enquiry to describe communication during direction and delegation interactions.
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Darbyshire, P. (2008). 'Never mind the quality, feel the width': The nonsense of 'quality', 'excellence', and 'audit' in education, health and research. Collegian: Journal of the Royal College of Nursing Australia, 15(1), 35–41.
Abstract: The author contends that health care and education have been colonised by 'The Audit Society' and managerialism. It is argued that under the benign guise of 'improving quality' and 'ensuring value for money' a more Orwellian purpose operates. Academics had to be transformed into a workforce of 'docile bodies', willing to scrutinise and survey themselves and their 'performance' as outcome deliverers and disciples of the new 'Qualispeak'. This paper critiques the current obsession with audit and performativity, and the constant and often pointless 'change' that is held to be so self-evidently 'a good thing' and identifies policy discussion as a linguistic wasteland.
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Lapana, S. (2007). Pa hi atu health model: A Tokelau perspective. Whitireia Nursing Journal, 14, 35–39.
Abstract: In this article, the author describes a health model aimed at providing health practitioners with a better understanding of Tokelau health concepts and values.
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Richardson, S. (2004). Aoteaoroa/New Zealand nursing: From eugenics to cultural safety. Nursing Inquiry, 11(1), 35–42.
Abstract: The concept of cultural safety offers a unique approach to nursing practice, based on recognition of the power differentials inherent in any interaction. Clarification of the concept is offered, together with a review of the historical shift in nursing attitudes that has led to the emergence of “cultural safety” as a viable and valued component of nursing practice. The argument is made that cultural safety has allowed for a more reflective, critical understanding of the actions of nursing to develop. This includes recognition that nurses' attitudes and values have inevitably been influenced by social and political forces, and as such are in part reflective of those within the wider community. Comparison between the support given by nurses in the early 1900s to the theory of eugenics and the current acceptance of cultural safety is used to highlight this point. An examination of the literature identifies that ideological and conceptual changes have occurred in the approach of Aoteaoroa/New Zealand nurses to issues with cultural implications for practice. A review of background factors relating to Maori health status and the Treaty of Waitangi is presented as a necessary context to the overall discussion. The discussion concludes with an acknowledgement that while the rhetoric of cultural safety is now part of nursing culture in New Zealand, there is no firm evidence to evaluate its impact in practice. Issues identified as impacting on the ability to assess/research a concept, such as cultural safety, are discussed. For cultural safety to become recognised as a credible (and indispensable) tool, it is necessary to further examine the “end-point” or “outcomes” of the process.
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Gifford, H., Wilson, D., & Boulton, A. (2014). Maori perspectives : a deep understanding of nursing and smoking. Nursing Praxis in New Zealand, 30(3), 35–44.
Abstract: Conducts in-depth qualitative interviews with 43 Maori nurses to explore their perceptions and experiences of smoking and quitting, and their views on the impact of smoking on their roles as nurses. Elicits five themes: social context of smoking, identity conflict, impact on practice, experience of smoking, and experience of quitting.
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Tipa, Z., Wilson, D., Neville, S., & Adams, J. (2015). Cultural Responsiveness and the Family Partnership Model. Nursing Praxis in New Zealand, 31(2). Retrieved June 16, 2024, from http://www.nursingpraxis.org
Abstract: Investigates the bicultural nature of the Family Partnership Model for working with Maori whanau in the context of well-child care services. Reports a mixed-methods study in 2 phases: an online survey of 23 nurses trained in the Family Partnership Model and 23 not trained in the model; observation of nurses' practice and interviews with 10 matched nurse-Maori client pairs. Identifies 3 aspects of the findings: respectful relationships, allowing clients to lead, and lack of skills.
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Marshall, D., & Honey, M. (2021). Simulated actor patients support clinical skill development in undergraduate nurses: a qualitative study. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved June 16, 2024, from www.nursingpraxis.org
Abstract: Explores volunteer actor patients' contribution to developing nursing students' clinical skills from the patient actors' perspective within a simulation learning environment. Describes how actor patients work with nursing students during simulation, providing feedback following each simulation. Conducts focus group interviews with four of these actor patients about their interactions with students, communication, the provision of realism, student engagement, and feedback to students.
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