Harding, T. S. (2004). Male nurses: The struggle for acceptance. Kai Tiaki: Nursing New Zealand, 9(4), 17–19.
Abstract: This article describes the role of men in the nursing profession in New Zealand from colonial times to the 1970s. It considers attitudes towards male nurses, the provision of training for men and the various laws and regulations dealing with the issue.
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Ward, C., Evans, A., Ford, R., & Glass, N. (2015). Health Professionals Perspectives of Care for Seriously Ill Children Living at Home. Nursing Praxis in New Zealand, 31(2).
Abstract: Reports the findings of health professional's perceptions of beneficial care for seriously ill children and their families. Represents one component of a PhD qualitative evaluation study investigating care provided by a child health trust in NZ. Uses a focus group to identify key aspects of beneficial care and subsequent themes, including: collaboration between health providers, effective communication, expert skills, support for colleagues and after-hours care. availability.
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McKellar, D., & Rodrigues, A. (2017). Access to health care for people living in Aotearoa with a serious mental iullness: a social justice issue. Whitireia Nursing and Health Journal, (24), 53–57.
Abstract: Argues for an integrated care model combining mental and primary health care while providing person-centred care that upholds the principles of the Treaty of Waitangi. Maintains that there is a need for national guidelines for the management and assessment of people with serious mental illness (SMI)to redress their health disparities. Suggests that nurses have the opportunity to become agents of change to address this issue of social justice.
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Manning, E. (2022). Self-employed registered nurses: The impact of liminality and gender on professional identities and spaces. Doctoral thesis, Massey University, Manawatu.
Abstract: Explores the experiences of self-employed registered nurses (RN) in NZ working in the practice area of professional advice and policy. Enrols 13 home-based participants and conducts interviews about their practice scopes and limitations from the perspectives of liminality and gender theories, with a feminist post-structuralist lens.
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Seccombe, J., & Stewart, C. (2014). Motivation or self-directed learning: student perspectives. Kai Tiaki Nursing Research, 5(1), 21–24.
Abstract: Conducts a study of 90 undergraduate Bachelor of Nursing (BN) students in order to identify factors that motivate student nurses to undertake self-directed learning (SDL). Adapts an overseas rating scale questionnaire to survey third-year BN students to identify intrinsic or extrinsic factors that influence students' SDL behaviour. Categorises survey results in relation to content and navigation of the learning package; monitoring and management of personal learning; and relevance to topic and link to paper assessment.
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Smit, C. (2017). Making self-care a priority. Whitireia Nursing and Health Journal, (24), 29–35.
Abstract: Highlights the importance of prioritising self-care for palliative care nurses whose prolonged exposure to work-related stress may result in burn-out. Recommends a self-care plan that addresses individual strengths and challenges, including physical, emotional, cognitive, relational and spiritual. Suggests the use of self-care strategies, such as the identification of professional and personal strengths, and the application of mindfulness and stress-reduction techniques to improve self-awareness.
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Travers, K. A. (2016). In a perfect world Emergency Department Screening and Brief Interventions for heavy and hazardous use of substances : a feasibility study. Master's thesis, Unitec, .
Abstract: Performs a feasibility study in which eight experienced ED nurses attempted to provide Screening and Brief Intervention (SBI) to as many of their patients as possible over a one-month period, using the ASSIST-Lite screening tool. Audits the patients' charts to see how many received the SBI. Uncovers an inverse correlation between the number of patients presenting to the ED and the number of screenings undertaken by the nurses, who were given semi-structured interviews. Details three themes: the nurses attitudes towards SBI, their working conditions, and the ED environment.
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O'Brien, A. J., & Kar, A. (2006). The role of second health professionals under New Zealand mental health legislation. Journal of Psychiatric & Mental Health Nursing, 13(3), 356–363.
Abstract: The development of generic statutory roles in mental health care has been the subject of discussion by New Zealand nurses for the past decade. One such role is that of second health professional in judicial reviews of civil commitment. Issues identified by New Zealand nurses have also been raised in England, where it seems that nurses are likely to assume the role of Approved Mental Health Worker under English mental health law. A survey of mental health nurses found that few had received any preparation for the role of second health professional and 45% did not feel adequately prepared for the role. Some of these issues are reflected in a New Zealand inquiry which resulted in the Ministry of Health developing a written report form for second health professionals. However, the form has the potential to reduce the mental health nursing role to a narrow legal role. Statutory roles such as that of second health professional challenge mental health nurses to critically reflect on the conceptual and ethical basis of their practice. While traditional concepts such as therapeutic relationships and advocacy need to be reviewed in light of these changes, nurses need to be vigilant in articulating the moral and clinical basis of their roles. The development of guidelines for the second health professional role is suggested as a way of supporting clinical practice in this area.
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Jacobs, S. (2000). Credentialling: Setting standards for advanced nursing practice. Nursing Praxis in New Zealand, 15(2), 38–46.
Abstract: This article examines professional regulation with particular reference to advanced practice. As well as providing an overview of credentialing and other aspects of professional regulation, including licensure, certification, registration, and titling, the question of how much regulation, and by whom, is explored.
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Alcorn, G. (2001). Giving voice to school nursing as a primary health care specialty. Ph.D. thesis, , .
Abstract: The purpose of this thesis is to give voice to school nursing as a primary health care specialty, and to promote the development of school nursing in New Zealand. School nursing is an invisible practice specialty that is largely funded from within the education sector, to address the health needs of student clients. School nursing is a significant primary health care initiative that can positively influence student health outcomes. The author presents her own school nursing practice experience and philosophy, prior to reflecting upon the history of school nursing, and the health concerns present within the student population. The work then moves to review and critique school nursing literature from New Zealand, Australia, the United Kingdom, and the United States. This thesis highlights the need for collaborative policy and practice development initiatives including a legislative requirement for school nurses, school nursing competencies and standards, school nurse to student ratios, postgraduate training, professional liaison, practice funding, and research. A discourse on the reflective topical autobiographical method introduces autobiographical poetry from school nursing practice and reflective inquiry, as the central research endeavour of this thesis. Autobiographical poetry is offered as a window to this specialty practice, and accompanying reflections allow access to a further layer of practice knowledge.
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Kool, B., Thomas, D., Moore, D., Anderson, A., Bennetts, P., & Earp, K. (2008). Innovation and effectiveness: Changing the scope of school nurses in New Zealand secondary schools. Australian & New Zealand Journal of Public Health, 32(2), 177–180.
Abstract: The aim of this research was to describe the changing role of school nurses in eight New Zealand secondary schools from low socio-economic areas with high Pacific Island and Maori rolls. An evaluation of a pilot addressing under-achievement in low-decile schools in Auckland(2002-05) was made. Annual semi-structured school nurse interviews and analysis of routinely collected school health service data were undertaken. Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school-based health services; and a Band-Aid pattern, where only the basics for student health care were provided by school nurses. The researchers conclude that school nurses with an embracing pattern of practice provided more effective school-based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse-practitioner role. The researchers go on to say that co-ordination of school nurses either at a regional or national level is required.
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Jarden, A. J. (2018). Before-school check nurses' experiences of motivational interviewing during the weight-related referral process : an interpretive phenomenological study. Master's thesis, University of Canterbury, Christchurch.
Abstract: Investigates nurses' experiences of weight-related conversations with whanau, and their level of understanding and application of motivational interviewing, during the Before-School Check programme to identify 95% of high-weight children. Uses a questionnaire focussed on competencies in conjunction with recorded interviews concentrated on process-oriented accounts of the referral process.
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Smythe, L. (2008). Re-collecting and 'thinking' the story of New Zealand's postgraduate nursing scholarship development. Nursing Praxis in New Zealand, 24(3), 27–40.
Abstract: Looks at the history of postgraduate scholarly nursing study over the past 40 years. Performs hermeneutic analysis of nurse scholars' reflections on nursing finding its own body of knowledge and moving into research.
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McKelvie, R. (2019). Where we are and how we got here: an institutional ethnography of the Nurse Safe Staffing Project in New Zealand. Doctoral thesis, Massey University, Palmerston North.
Abstract: Charts a detailed description and analysis of how aspects of the strategies of the Nurse Safe Staffing Project work in everyday hospital settings. Argues that nurses' situated knowledge and work are being organised and overridden by competing institutional knowledge and priorities in a competitive institutional environment. Demonstrates the consequences for nurses, patients and staffing strategies. Conducts 30 interviews with 26 participants, including frontline nurses and participants in safe staffing projects.
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Hendry, C. (2024). A process to inform rural nursing workforce planning and development. Nursing Praxis in Aotearoa New Zealand, . Retrieved June 3, 2024, from http://dx.doi.org/https://doi.org/10.36951/001c.115490
Abstract: Describes a four-stage project to identify the current status of the nursing and support-worker workforce to develop a plan to match community health needs: profiles current population and health resources available in the community; profiles the current nursing workfoece; surveys local nurses regarding current work and future plans; seeks perspectives of local nurses, health managers and community representatives on strategies to sustain a future nursing workforce. Focuses primarily on the first two stages of the project.
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