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King, B. E. (1981). Income maintenance and health care provisions for the aged: a comparative study of two societies, the United States and New Zealand. Ph.D. thesis, , .
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Day, D. R. (1997). The recognition of prior learning: a case study of an undergraduate nursing degree programme. Ph.D. thesis, , .
Abstract: A case study which examines the implementation of RPL, in an undergraduate nursing programme. Themes developed about the areas of a shift in ownership and control of nursing education to learner. The need to develop assessment processes that are more consistant with a non technical view was identified. Curricula need to be examined to allow RPL to be included
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Francis, H. (1998). Exploring continuity of wound care: a critical approach. Ph.D. thesis, , .
Abstract: This study aimed to explore the range of issues that surround the continuity of wound care between hospital and community care settings in a provincial area of New Zealand, from the perspective of the health care professionals providing the wound care. Previous research into continuity of care concentrated predominantly upon purely nursing issues. This means that both the profound implications of the interprofessional relationships of the various health care professionals involved in wound care, and the far-reaching effects of the socio-economic context within which wound care was given were often not considered. A critical ethnographic approach was employed to explore continuity of care in this community. Health professionals were interviewed twice. A first interview discussed some of the unacknowledged power relations and the contextual issues that effect continuity of wound care, as well as offering the opportunity for the participants to reflect on the issues that emerged. Following preliminary analysis of the data from the first interview, a summary of findings was given to each of the participants which served as a focus for the second interview. Following these, the data were analysed, and the main themes that influenced the continuity of wound care for the participants were identified. Analysis of the data revealed all the participants practicing under considerable socio-political constraints which interfered with their ability to provide high quality wound care for their patients: these constraints dictated both who gave the wound care and how they were able to do it. The data also revealed the various relationships between the different professionals as another major area of influence upon continuity of wound care. Medical dominance was identified as having a profound impact upon nurses ability to optimise continuity of wound care. The study concluded there are a number of areas that need to be addressed in order to optimise continuity of wound care, at both local and governmental level. The development of a nurse-led wound clinic is one initiative that would go a long way to address these issues
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Davies, B. (1997). Midwifery competencies: students' stories. Ph.D. thesis, , .
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Wilson, A. M. (1996). Practice-based reflection: learning grounded in practice. Ph.D. thesis, , .
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Ellison-Loschmann, L. (1997). Maori women's experiences of breast-feeding. Ph.D. thesis, , .
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Wanasinghe, V. (1997). Students' and tutors' perspectives on what contributes to the academic success of mature aged students in a pre-registration nursing program. Ph.D. thesis, , .
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Wood, P. J. (1997). Constructing colonial dirt: a cultural history of dirt in the nineteenth century colonial settlement of Dunedin, New Zealand. Ph.D. thesis, , .
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Wheeler, K. (1995). Metabolism of riboflavin by the human term placenta. Ph.D. thesis, , .
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King, B. E., & Fletcher, M. P. (1981). The nursing workforce in New Zealand 1980. Ph.D. thesis, , .
Abstract: Factual information of the size and composition of the Nursing workforce in New Zealand as well as on the distribution of Nurses, their qualifications and their employment. Two basic factors affecting the workforce, external migration and long term absences, are also discussed. This is the first issue of a planned series, to be updated annually by the division of Nursing, Department of Health
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White, G. E. (1990). Toward autonomy: an examination of midwifery education in New Zealand 1990. Ph.D. thesis, , .
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Hendry, C. (1997). Comparison between consumers and providers perceptions of quality maternity hospital care. Ph.D. thesis, , .
Abstract: Maternity services in New Zealand have undergone some fundamental and unique changes over the last few years. The promotion of competition among providers for clients have had repercussions on the way that maternity hospitals offers services to women. In adapting to this change, it is important that 'the baby is not thrown out with the bathwater'. Unfortunately the most commonly used indicators, and the standard “Patient Satisfaction Survey”, neither of which contain many valuable clues for maternity facility providers to determine the quality of their service from the consumer's perspective. The need was identified for the development of quality indicators to evaluate maternity hospital care. Closely related to this was the need to determine of how dependable providers are at determining what consumers would describe as an optimal maternity hospital service
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Euswas, P. W. (1991). The actualized caring moment: a grounded theory of caring in nursing practice. Ph.D. thesis, , .
Abstract: The purpose of this study was to provide a partial theoretical description of the phenomenon of caring in nursing practice. Three practice settings involving cancer patients were selected: hospital, hospice, and community with thirty patients and thirty-two nurses participating in the study. A research design combining a phenomenological perspective and grounded theory strategies was implemented. Data were collected by interview, participant observation and records. The data were analysed by the method of constant comparative analysis.A number of concepts were developed from the data and the theoretical framework of “The Actualized Caring Moment” was formulated to explain how the actual caring process occurs in nursing practice. This caring moment is the moment at which the nurse and the patient realise their intersubjective connectedness in transforming healing-growing as human beings in a specific-dynamic changing situation. The actualized caring moment is a gestalt configuration of three carting moments. The pre-conditions, The on-going interaction, and The situated context.The Pre-conditions, which consist of the nurse, personally and professionally prepared to care, and the patient, a person with compromised health and wellbeing, are pre-requisites for the occurrence of the caring process. The nurses has the qualities of benevolence, commitment, and clinical competency to be ready to care. The patient is a unique person in a vulnerable state and requires assistance from the nurse to meet personal health needs.The on-going interaction, the actual caring process, is the continuity of the nurse-patient interaction moment by moment which brings together six caring elements: Being there, Being mindfully present, A relationship of trust Participation in meeting needs, Empathetic communication, and Balancing knowledge-energy-time. The Situated Context is the situation and environment where the actual caring process is taking place, and this is comprised of circumstances of the nurse-patient meeting and care-facilitating working conditions.The conceptual framework of “The Actualised Caring Moment” offers nurses an opportunity to understand their practice more fully in providing effective nursing service. Consequently, its implications are valuable for education, research, and the development of knowledge focussed on the discipline of nursing
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Boyle, S. D. (1994). Nursing education in New Zealand: a case study of experiential learning. Ph.D. thesis, , .
Abstract: This thesis presents a study of a nursing 'practicum' from the perspectives of nursing students and staff 'buddies'. A grounded theory approach was used to interview six nursing students during their transition placement, the final practicum of their Diploma in Nursing programme. Five staff nurse buddies selected by the students were also interviewed. An informal, conversational interview was used and data was analysed from an experiential learning perspective.This study differs from others because it focuses on the clinical experience component of nursing education, 'practicum', and includess practitioners viewpoints. At present there is a re-evaluing of experience within nursing education with a new emphasis on practice-based learning. Experience-based learning is becoming increasingly acceptable within academia as a 'seamless' education system evolves.I identified three learning stages which students' experience during practicum – initiation, exploration and consolidation. The key stage for learning through experience was exploration. Learning during this stage was predominantly buddy-directed which contradicted the self-directed curriculum design. Students and staff nurses however agreed that communication between them during this stage enabled the development of 'competence'.The learning /teaching approach used by the students and staff nurses made it difficult for students to translate their 'all-round' competencies during practicum. It is argued that it is the useof such competencies during practicum which enable nursing students to become autonomous in the attitudinal and epistemological sense. The predominantly 'technical training' approach adopted was understood by students and staff nurses to be reinforced by 'silence' from tutors.Restructuring gives the opportunity for nursing to develop an ';investigative', enquiry-based approach in practice. There will increasingly be an emphasis on practice-based research as a result of the implementation of degree and post-graduate programmes in nursing. This study highlights some aspects of nursing education and it's relationship with practice which can assist the development of such an approach
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White, E. L. (1983). Wellington School of Nursing: the first thirty years. Ph.D. thesis, , .
Abstract: Historical facts from 1881 pertaining to Wellington Hospital, and the training of nurses, commencing with the employment of unpaid Lady Nurses, the conditions of employment for probationers (circa 1883), the formal teaching of probationers 1888, progressing to a three year training, and, with Miss Ellen Dougherty a Wellington trainee being the first registered nurse in the world in 1901. Management of the 1880's and 90's appears a little strange, not employing their own trainees, nor appointing Miss Dougherty as matron, when she had been acting matron.Extrapolation of historical facts to give a probable characterisation of the unpaid Lady nurses and the day in the life of a probationer nurse of these times.Inferences suggest that nursing in New Zealand had military rather than religious origins and, perhaps Misses Selena Sutherland and Dougherty were not lady like enough to be employed by Wellington Hospital!
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