| |
Records |
Links |
|
Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
|
| |
Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue  |
2 |
Pages |
201-224 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
|
| |
Abstract |
This article outlines some key aspects of the practice of a number of nurse educators and researchers, and their commitment to the needs of their specific region. The group has been based at the Waikato Institute of Technology (WINTEC) over the last decade and have worked collaboratively across primary health, cultural safety, and child and family health domains of the nursing curriculum. They share a common philosophy underpinned by notions of diversity and health equity. The philosophy informs their theoretical inquiry, practice and research interests, and pedagogical concerns. In this article, the nurse researchers begin by situating themselves within the region, its people, and influences before moving into a consideration of the wider political and policy environment. They then consider the destabilising effects of cultural safety education and the tension between biculturalism and multiculturalism in their context. Finally, they reflect on how these ideas inform their work with postgraduate child and family nurses. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
883 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McKenna, B. |
|
| |
Title |
Bridging the theory-practice gap |
Type |
Journal Article |
| |
Year |
1999 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
5 |
Issue |
2 |
Pages |
14-16 |
|
| |
Keywords |
Psychiatric nursing; Nursing; Education; Teaching methods |
|
| |
Abstract |
The author presents a case study of a joint appointment between a nurse lecturer and a staff nurse in an acute forensic psychiatry unit. He explores the advantages, disadvantages and reasons for success in relation to the findings of a survey of the literature on joint appointments. This technique is seen as a means of narrowing the gap between theory and practice which resulted when nurse training was transferred from hospitals to polytechnics. He highlights the need to develop research methodology to clarify potential benefits of this approach. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1024 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Vallant, S.R.; Neville, S.J. |
|
| |
Title |
The relationship between student nurse and nurse clinician: Impact on student learning |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
22 |
Issue |
3 |
Pages |
23-33 |
|
| |
Keywords |
Teaching methods; Students; Nursing |
|
| |
Abstract |
The purpose of this descriptive interpretive study was to explore relationships between student nurses and nurse clinicians. Eleven student nurses at the end of a three year Bachelor of Nursing programme in one institution participated in focus group interviews. Data gathered from the three focus groups were analysed using an inductive approach. Five categories, namely 'being invisible in the relationship', 'not stepping on toes', 'lost opportunities for learning', 'nurturance' and 'reciprocity' emerged from data analysis. These are presented with appropriate quotes to demonstrate the essence of participant experiences. Findings indicated that when students experienced relationships with clinicians as not being positive, this inhibited learning. Conversely, when students saw the clinician as participating actively and positively in the student/clinician relationship then student learning was enhanced. This evidence forms the basis for recommending further complementary research into the clinician's attitudes and perceptions related to their teaching role. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
529 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Dyson, L. |
|
| |
Title |
The role of the lecturer in the preceptor model of clinical teaching |
Type |
Journal Article |
| |
Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
16 |
Issue |
3 |
Pages |
16-24 |
|
| |
Keywords |
Teaching methods; Nursing; Education; Preceptorship |
|
| |
Abstract |
This article reports on a descriptive study undertaken within a school of nursing where the author was formerly employed. The study explored the role of the lecturer within the preceptorship model of clinical teaching. It uses an exploratory/descriptive, qualitative approach to interviewing 12 lecturers. The findings demonstrate the educational orientation of the lecturer role and also highlight the tension that continues to exist between the world of education and the world of practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
635 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Gallagher, P. |
|
| |
Title |
An evaluation of a standards based portfolio [Corrected and republished article printed in NURSE EDUC TODAY 2001 Apr; 21(3): 197-200] |
Type |
Journal Article |
| |
Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
20 |
Issue |
3 |
Pages |
218-226 |
|
| |
Keywords |
Nursing; Education; Teaching methods; Evaluation |
|
| |
Abstract |
This study is an evaluation of student perceptions of a standards based portfolio, which is a is a series of student work that seeks to address pre-determined learning outcomes. Of interest to the study was the relationship between theory and practice, the availability of resources to complete the assignment and the contribution the portfolio made to the process of learning. For a particular unit of learning, 'Nursing Business', second year undergraduate students in the Bachelor of Nursing programme were required to complete a portfolio. The assessment directed the students to meet specific criteria which in turn reflected the learning outcomes. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
653 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kent, B.; Fineout-Overholt, E.; Wimpenny, P. |
|
| |
Title |
Teaching EBP: Part 2 – making sense of clinical practice guidelines |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Worldviews on Evidence-Based Nursing |
Abbreviated Journal |
|
|
| |
Volume |
4 |
Issue |
3 |
Pages |
164-169 |
|
| |
Keywords |
Evidence-based medicine; Teaching methods; Guidelines |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
845 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M. |
|
| |
Title |
Flexible learning for postgraduate nurses: A basis for planning |
Type |
Journal Article |
| |
Year |
2004 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
24 |
Issue |
4 |
Pages |
319-325 |
|
| |
Keywords |
Nursing; Education; Technology; Teaching methods |
|
| |
Abstract |
This paper describes a survey undertaken with postgraduate nursing students in a university-based school of nursing in 2002 to establish their access to and use of computers and information technology for study. Whilst there was minimal flexibility and use of technology to support student learning for postgraduate nurses in the school, the university proposed increasing flexibility across all courses. This is in part a response to the increased internationalisation of education and developments in technology affecting programme design, delivery and support that can benefit teachers and students. The author notes that the findings of this survey form a basis for planning the introduction of flexible learning. Results indicated that not all students have convenient access to technology for study purposes, nor are they at the same level in terms of using technology. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
699 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Friedel, J.; Treagust, D.F. |
|
| |
Title |
Learning bioscience in nursing education: Perceptions of the intended and the prescribed curriculum |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Learning in Health & Social Care |
Abbreviated Journal |
|
|
| |
Volume |
4 |
Issue |
4 |
Pages |
203-216 |
|
| |
Keywords |
Nursing; Education; Teaching methods |
|
| |
Abstract |
This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
713 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wepa, D. |
|
| |
Title |
An exploration of the experiences of cultural safety educators in New Zealand: An action research approach |
Type |
Journal Article |
| |
Year |
2003 |
Publication |
Journal of Transcultural Nursing |
Abbreviated Journal |
|
|
| |
Volume |
14 |
Issue |
4 |
Pages |
339-348 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Teaching methods; Organisational culture; Maori |
|
| |
Abstract |
This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organisational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
887 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Richardson, F.I.; Carryer, J.B. |
|
| |
Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
|
| |
Volume |
44 |
Issue |
5 |
Pages |
201-208 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
|
| |
Abstract |
This article describes the findings of a research study on the experience of teaching cultural safety. As a teacher of cultural safety, the first author was interested in exploring the experience of teaching the topic with other cultural safety teachers. A qualitative approach situated in a critical theory paradigm was used for the study. The study was informed by the ideas of Foucault and feminist theory. Fourteen women between ages 20 and 60 were interviewed about their experience of teaching cultural safety. Five women were Maori and 9 were Pakeha. Following data analysis, three major themes were identified: that the Treaty of Waitangi provides for an examination of power in cultural safety education; that the broad concept of difference influences the experience of teaching cultural safety; and that the experience of teaching cultural safety has personal, professional, and political dimensions. These dimensions were experienced differently by Maori and Pakeha teachers. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
885 |
|
| Permanent link to this record |
