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| Author | Beveridge, S. | ||||
| Title | The development of critical thinking: A roller coaster ride for student and teacher in nursing education | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | University of Waikato Library | |
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| Keywords | Nursing; Education; Critical thinking | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1115 | ||
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| Author | Hardcastle, J. | ||||
| Title | What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Massey University Library | |
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| Keywords | Intensive care nursing; Nursing; Education | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1116 | ||
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| Author | Paton, B.I. | ||||
| Title | Unready-to-hand as adventure: Knowing within the practice wisdom of clinical nurse educators | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | NZNO Library, Victoria University of Wellington Library | |
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| Keywords | Nursing; Education | ||||
| Abstract | This research aims to clarify the knowing and wisdom that inform clinical nurse educators' responses through unpredictable situations. The author referred to philosophical literature on the notions of tacit knowledge, practical wisdom, smooth activity and the Unready-to-Hand experience. She created an explanatory framework and utilised this in a thought experiment by reflecting on personal experiences. To add clarity to these reflections, two layers of interviewing with nurse educators teaching in practice were carried out. The first layer was an interview with eight clinical nurse educators who in their role experienced Unready-to-Hand situations. The second layer consisted of four clinical nurse educators who volunteered to be involved in more in-depth interviews. An interpretive analysis of these clinical nurse educators stories illuminated the “Unready-to Hand as Adventure”, highlighting the uncertainty and energy associated with opening in the adventure, not knowing what will unfold, yet committed to remaining engaged and doing the best they can. Through the process of attuning to difference, accessing and deciphering knowing, nurse educators create meanings of situational complexities. By preserving the ideals of good practice and engaged caring, nurse educators salvage learning by creating opportunities for learning and teaching. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1134 | ||
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| Author | Wepa, D. | ||||
| Title | An exploration of the experiences of cultural safety educators | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Held in NZNO Library thesis collection | |
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| Keywords | Cultural safety; Nursing; Education; Teaching methods | ||||
| Abstract | This thesis is a study of the experiences of four cultural safety lecturers in nursing education in Aotearoa / New Zealand. A review of literature reveals the recent and turbulent evolution of cultural safety. The media which documented this journey in a negative light in the 1990s prompted ministerial inquiries and the publication of the Nursing Council of New Zealand's guidelines for cultural safety in nursing and midwifery education (1996). Action research methods enabled 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 every day stressors of teaching but they were also required to formulate knowledge of cultural safety. For the Maori participants their stress was confounded with recruiting and retaining Maori students and macro issues such as commitments to iwi. Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that it was organisational in nature and out of their immediate control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations have been made which focus on supporting cultural safety educators to dialogue on a regular basis through attendance at related hui; the introduction of nurse educator programmes; paid leave provisions for cultural safety 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 burn out. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1137 | ||
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| Author | Scott, S.; Johnson, Y.; Caughley, B. | ||||
| Title | An evaluation of the new graduate orientation programme: Introduced at Capital Coast District Health Board's Wellington Hospital in March 1998 | Type | Report | ||
| Year | 2003 | Publication | Abbreviated Journal | Massey University Library | |
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| Keywords | New graduate nurses; Hospitals | ||||
| Abstract | This report presents a longitudinal research study which evaluated the effectiveness of the twelve months New Graduate Orientation Programme introduced at Capital Coast District Health Board's Wellington Hospital in March 1998. The programme was implemented to assist new nursing graduate's transition into the role of registered nurse. The evaluation project took place over a three-year period. Three annual intakes of new graduates enrolled in the New Graduate Orientation Programme were surveyed by questionnaire on their completion of the programme. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1156 | ||
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| Author | Isles, P. | ||||
| Title | An exploration of the difference that academic study makes to Registered General Nurses and Registered General and Obstetric Nurses | Type | Report | ||
| Year | 2003 | Publication | Abbreviated Journal | National Library | |
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| Keywords | Registered nurses; Training; Nursing; Education | ||||
| Abstract | This paper reports the findings of a three-year longitudinal study of registered nurses studying on a part-time basis towards their Bachelor of Nursing degree. Registered General Nurses and Registered General and Obstetric Nurses have been subject to a good deal of pressure to upgrade their qualifications – from their workplaces, but also from a recognition amongst themselves and their peers that to advance in their careers they need to have equivalent qualifications to new graduates. This study looks at what difference academic study makes to registered nursing practice. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1158 | ||
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| Author | Kirkman, A.; Dixon, D.A. | ||||
| Title | Nurses at university: Negotiating academic, work and personal pathways | Type | Book Chapter | ||
| Year | 2003 | Publication | Davey,J., Neale, J., Morris Mathews, K. , Living and learning: Experiences of university after age 40 (pp. 93-108) | Abbreviated Journal | |
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| Keywords | Nursing; Education; Careers in nursing | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1160 | ||
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| Author | Pearce, K. | ||||
| Title | Orientation: Reading the nurses map; what new Plunket Nurses need in an orientation programme | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Victoria University Library | |
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| Keywords | Plunket; Training; New graduate nurses; Curriculum; Community health nursing | ||||
| Abstract | The Plunket orientation programme, first implemented in 1994, aims to prepare new Plunket Nurses for autonomous practice within the complexity of community based nursing. This study seeks to identify what new Plunket Nurses feel are their orientation needs. An evaluation research approach was used. An examination of the literature explored how orientation is conducted and the needs of nurses in orientation. Key aspects in relation to orientation were identified as including socialisation, job change, new graduates, preceptorship, orientation frameworks and retention. A focus group followed by a postal survey were utilised to collect data from new Plunket Nurses nationwide to ascertain what they thought their orientation needs were. Data analysis was completed using descriptive statistics and thematic analysis. The results of the study identified key orientation needs for new Plunket Nurses. These were an orientation programme, preceptorship, clinical skills teaching, time in own area and beginning autonomous practice, administration needs and support needs. The participants recommended quality preceptorship and early clinical teaching from the Clinical Educator. There was a general dissatisfaction with orientation as it stands in preparing them for their role as a Plunket Nurse. Recommendations to the Plunket Management Team were made based on the results of this study. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1240 | ||
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| Author | Lyall, C. | ||||
| Title | Therapeutic relationships: What are inpatient registered nurses perceptions of the factors which influence therapeutic relationship development? | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
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| Keywords | Psychiatric Nursing; Registered nurses; Nurse-patient relations; Mental health | ||||
| Abstract | The question explored in this research project is: What are inpatient registered nurses' perceptions of the factors which influence therapeutic relationship development? The literature reviewed for this project includes the history of interpersonal relationships in nursing; therapeutic relationships; what constitutes these relationships. Also discussed is literature about phenomenology as the underlying theoretical and philosophical position that informs the research method. To answer the research question a single focus group was used to gather data from a group of registered nurses practising in inpatient mental health units. Focus groups as a data collection method produce data and insights that would not be accessible without the group interaction. The key themes to emerge from the data analysis were; time, environment, knowing / self-awareness, compassion and power imbalance / empowerment. These key themes are discussed in relation to the literature and the wider context of the mental health care environment. The contribution this research makes to nursing includes a list of recommendations to nurses, nurse leaders and managers who aim to provide therapeutic mental health unit environments. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1245 | ||
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| Author | McClintock,C. | ||||
| Title | Te mauri kōhatu | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Held by Lakes DHB Library (ROM) | |
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| Abstract | A thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy, The University of Massey. | ||||
| Call Number | NZNO @ research @ | Serial | 1365 | ||
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| Author | Surtees, R. | ||||
| Title | Midwifery as Feminist Praxis in Aotearoa/New Zealand | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | NZNO Library | |
| Volume | Issue |
Pages | 323 pp | ||
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| Abstract | A thesis submitted in fulfilment of the requirements for the Degree of DOCTOR OF PHILOSOPHY IN EDUCATION, UNIVERSITY OF CANTERBURY 2003. This thesis highlights the ways in which the practices of contemporary midwives in Aotearoa/New Zealand are caught within the intersection of an array of competing discourses. The context for this is the reconstruction of midwifery in Aotearoa/New Zealand as an autonomous feminist profession founded on partnership with women. Interviews and participant observation with midwives, based mainly in one New Zealand city, are the basis of an analysis of the complexity of midwives? praxis as professionals. The analysis draws on insights from critical and feminist approaches to Foucault?s theories of discourse, power and the subject. It includes discussion of the conditions which came to produce and authorise the concept of ?partnership?. Which subjects can speak about partnership, and when? What claims are made about it? What challenges it? |
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| Call Number | NZNO @ research @ | Serial | 1403 | ||
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| Author | Kenny, Gerard | ||||
| Title | Fellowship report. Nursing Education and Ressearch Foundation. Margaret May Blackwell Fellowship [Prevention of child abuse and family violence] | Type | Report | ||
| Year | 2003 | Publication | Abbreviated Journal | ||
| Volume | Issue |
Pages | 34 p. | ||
| Keywords | Child abuse; Child health services; Domestic violence; Reports | ||||
| Abstract | Travels to the US, Europe, Canada and Australia to study services in the area of child abuse/child protection and family violence. Part of the Margaret May Blackwell Scholarship Reports series. | ||||
| Call Number | NZNO @ research @ | Serial | 1419 | ||
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| Author | Macfie, Belinda | ||||
| Title | The exploration of primary health care nursing for child and family health : Margaret May Blackwell Travel Study Fellowship, 2002 | Type | Report | ||
| Year | 2003 | Publication | Abbreviated Journal | ||
| Volume | Issue |
Pages | 103 | ||
| Keywords | Primary health care – nursing; Child health services; Family health; Reports | ||||
| Abstract | Reports the approach to child and family health nursing in Canada, the US, and the UK. Divides the report into health policy, primary health care services, nursing education and the development of primary health care nurse practitioners, and nursing leadership in primary health care. Part of the Margaret May Blackwell Scholarship Reports series. | ||||
| Call Number | NZNO @ research @ | Serial | 1424 | ||
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| Author | Morrison, M. | ||||
| Title | Posthuman pathology: A postmodern art project located in critical care | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue |
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| Keywords | Intensive care nursing; Nursing philosophy; Culture; Technology | ||||
| Abstract | The author's art project “Posthuman Pathology” is a postmodern examination of the resolutely modernist culture of critical care medicine. She uses conceptual art practices in conjunction with the techniques of anti-aesthetics in order to dismantle, open out and critique ideas which are foundational to the culture of critical care. | ||||
| Call Number | NRSNZNO @ research @ 580 | Serial | 566 | ||
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| Author | Vernon, R.A. | ||||
| Title | Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning: An evaluation research study | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Massey University Library | |
| Volume | Issue |
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| Keywords | Students; Evaluation | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 871 | Serial | 855 | ||
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