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Author |
Kinniburgh, L. |
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Title |
Treaty of Waitangi education: A pakeha woman's reflections on her journey |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Issue |
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Pages |
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Keywords  |
Treaty of Waitangi; Teaching methods; Education; Nursing |
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Abstract |
This thesis uses an autoethnographic method to describe the author's personal journey and the influences on teaching the Treaty of Waitangi in the School of Nursing at Otago Polytechnic, from 1985 to 2005. The author starts this exploration as a beginning teaching practitioner in 1985, and continues on with her attendance at the original workshop for trainers by Project Waitangi in 1990. She discusses the influences of her studies towards a Bachelor of Arts at Otago University, through the development of School Charters which influenced her children's schooling and through the process of teaching and facilitating the workshops for Treaty education, until her position in the School of Nursing changed in 2005. She discusses through reflection, the personal influences, the socialisation process of teaching the history of Aotearoa New Zealand to students, the influences of nursing education on Treaty education, the influences of Irihapeti Ramsden's relationship to her journey and also her lecturers at university. She also traces her journey of beginning teaching practice. The author identifies this work as providing a starting place for potential research into the experiences and reflections of nurse educators over this period of time, and across other educational institutes and disciplines. The experiences of students from this teaching would also add to the profession's and the country's knowledge about the relationship of the Treaty of Waitangi to both education and health. |
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Call Number |
NRSNZNO @ research @ |
Serial |
568 |
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Author |
Latta, L. |
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Title |
Reflective storytelling to enhance learning from practice experience |
Type |
Book Chapter |
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Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp.67-82). |
Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Terminal care; Palliative care; Teaching methods; Nursing |
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Abstract |
The author looks at the value of using reflective storytelling as a teaching/learning tool in the hospice setting and examines constructs that provide a theoretical underpinning. She also outlines processes that support the implementation of storytelling practice and the creation of a safe space for storytelling. At the end of the chapter, discussion questions are provided by Janice McDrury. |
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Call Number |
NRSNZNO @ research @ |
Serial |
767 |
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Author |
Crawley, J. |
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Title |
Tales full of treasure: Children's picture books as flexible learning tools for tertiary students |
Type |
Journal Article |
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Year |
2007 |
Publication |
Scope: Contemporary Research Topics (Flexible Learning) |
Abbreviated Journal |
Free to download, registration required |
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Volume |
1 |
Issue |
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Pages |
16-23 |
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Keywords |
Teaching methods; Students; Nursing |
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Abstract |
The author describes the use of children's picture books as a flexible learning resource within the undergraduate nursing programme at Otago Polytechnic. This technique is demonstrated by the use of the book 'Mummy Laid An Egg', by Babette Cole, to explore the concept of sexuality with first year nursing students. |
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Call Number |
NRSNZNO @ research @ |
Serial |
517 |
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Author |
Vallant, S.R.; Neville, S.J. |
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Title |
The relationship between student nurse and nurse clinician: Impact on student learning |
Type |
Journal Article |
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Year |
2006 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
22 |
Issue |
3 |
Pages |
23-33 |
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Keywords |
Teaching methods; Students; Nursing |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
529 |
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Author |
Dyson, L. |
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Title |
The role of the lecturer in the preceptor model of clinical teaching |
Type |
Journal Article |
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Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
16 |
Issue |
3 |
Pages |
16-24 |
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Keywords |
Teaching methods; Nursing; Education; Preceptorship |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
635 |
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Author |
Shelah, G.E. |
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Title |
Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Teaching methods; Nursing; Education |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
856 |
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Author |
Wilson, S.; Carryer, J.B. |
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Title |
Emotional competence and nursing education : A New Zealand study |
Type |
Journal Article |
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Year |
2008 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
24 |
Issue |
1 (Mar) |
Pages |
36-47 |
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Keywords |
Teaching methods; Communication; Nursing; Education; Nursing models |
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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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Call Number |
NRSNZNO @ research @ |
Serial |
451 |
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Author |
McKinney, C.; Cassels-Brown, K.; Marston, A.; Spence, D. |
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Title |
Linking cultural safety to practice: Issues for student nurses and their teachers |
Type |
Journal Article |
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Year |
2005 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
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Volume |
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Issue |
13(1) |
Pages |
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Keywords |
Students; Cultural safety; Teaching methods; Nursing; Education |
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Abstract |
Student nurses rely on their teachers, both academic and clinical, to assist them to develop their capacity to practice safely. Yet, in relation to cultural safety, relatively little has been written to assist the integration of theoretical knowledge to the world of practice. This article presents the findings of a small project undertaken by lecturers whose experiences supporting students' learning during clinical placements in Auckland stimulated interest in the students' attempts to use their classroom learning to begin their journey towards culturally safe nursing practice. A qualitative descriptive approach was used to explore the experience of nursing clients from cultures other than one's own and to describe culturally safe practice from the perspective of third year students. |
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Call Number |
NRSNZNO @ research @ |
Serial |
862 |
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Author |
Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M. |
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Title |
Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study |
Type |
Journal Article |
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Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
15 |
Issue |
1 |
Pages |
13-22 |
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Keywords |
Qualiltative research; Preceptorship; Teaching methods; Nursing; Education |
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Abstract |
The author investigates the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A sample of five volunteer nursing lecturers had their interactions with undergraduate students recorded. The data is analysed using two auditing approaches and qualitative content analysis. |
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Call Number |
NRSNZNO @ research @ |
Serial |
636 |
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Author |
McKenna, B. |
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Title |
Bridging the theory-practice gap |
Type |
Journal Article |
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Year |
1999 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
5 |
Issue |
2 |
Pages |
14-16 |
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Keywords |
Psychiatric nursing; Nursing; Education; Teaching methods |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1024 |
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Author |
Clayton, J.R. |
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Title |
The recovery of hope: A personal journey through paradigms toward emancipatory practice |
Type |
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Year |
2004 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Psychiatric Nursing; Mental health; Teaching methods; Nursing philosophy |
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Abstract |
This study traces the author's transition from being a mental health nurse to becoming a facilitator of an education programme, the Health and Wellbeing course, for those in recovery from mental illnesses. Within this transition, she describes a journey from disease-focused paradigms toward emancipatory paradigms, evidenced by her application of the recovery approach to her teaching. The 'recovery approach' proposed by the Mental Health Commission in November 1998, and other models of health, are explored using the methodology of descriptive/interpretive philosophical inquiry, autobiographical narrative and a dialectical research design. The author draws from the philosophies of phenomenology and existentialism to present excerpts from her journals, exemplars, poetry and artwork which illuminate epiphanies occurring as she integrates health paradigms in the design of the Health and Wellbeing course. Within this process the recovery approach is revealed as being consistent with the teaching principles of the Health and Wellbeing course. The author goes on to say that the dialectical research design reveals paradoxes and transformations in nursing, medical, psychological, and humanistic paradigms within the New Zealand socio-political context from the 1970s to 2003. The way these are integrated into her practice as an educator, becomes evident in the dialectical research cycles of being, thinking, developing a project, the encounter of teaching, making sense and communication. These cycles reveal her being in the roles of nurse and educator and the thinking through of paradigms that lead to the design and philosophy of a Health and Wellbeing course, the encounter of teaching, and the communication of insights gained. The author's main objective is to show the importance of nurses and educators developing a reflective consciousness when working with sufferers of mental illness. This reflective consciousness involves three levels: The primary level, or raw experience; the social level, or our socio-political contexts and social values, and, the realised level, insights gained about knowledge and experience. |
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Call Number |
NRSNZNO @ research @ |
Serial |
854 |
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Author |
Marshall, D.C. |
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Title |
The preceptor's role in student evaluation: An investigation |
Type |
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Year |
2000 |
Publication |
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Abbreviated Journal |
Massey University Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Preceptorship; Students; Teaching methods |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
906 |
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Author |
Honey, M. |
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Title |
Flexible learning for postgraduate nurses: A basis for planning |
Type |
Journal Article |
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Year |
2004 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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Volume |
24 |
Issue |
4 |
Pages |
319-325 |
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Keywords |
Nursing; Education; Technology; Teaching methods |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
699 |
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Author |
Haggerty, C. |
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Title |
Supporting the development of critical analysis through the use of a constructivist learning strategy |
Type |
Journal Article |
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Year |
2004 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
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Volume |
11 |
Issue |
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Pages |
19-26 |
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Keywords |
Nursing; Education; Teaching methods; Theory |
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Abstract |
This paper analyses how the programme co-ordinator for a diploma in mental health nursing used the Instructional Design process in order to identify aspects of teaching and learning that could further enhance the student development of critical thinking. Theoretical understandings of constructivist learning environments are outlined, and translated to this programme. Tools and techniques such as learning strategies, scaffolding, coaching and modelling are explained. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1290 |
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Author |
Gallagher, P. |
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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 |
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Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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Volume |
20 |
Issue |
3 |
Pages |
218-226 |
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Keywords |
Nursing; Education; Teaching methods; Evaluation |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
653 |
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