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| Author | Patel, R. | ||||
| Title | Evaluation and assessment of the online postgraduate intensive care nursing course | Type | |||
| Year | 2006 | Publication | Abbreviated Journal | University of Otago Library | |
| Volume | Issue | Pages | |||
Keywords  |
Education; Intensive care nursing; Nursing specialties | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 519 | Serial | 505 | ||
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| Author | Brasell-Brian, R.; Vallance, E. | ||||
| Title | Clinical practice/education exchange: Bridging the theory-practice gap | Type | Journal Article | ||
| Year | 2002 | Publication | Nursing Praxis in New Zealand | Abbreviated Journal | |
| Volume | 18 | Issue | 1 | Pages | 17-26 |
| Keywords |
Education; Interprofessional relations | ||||
| Abstract | This article positions clinical practice/education exchange (CPEE) within nursing literature and presents narrative accounts from a nurse educator and clinician who exchanged jobs for one year. This type of exchange, between education institutes and service areas where students are placed, is a new concept. The aim is to enhance student learning and facilitating meaningful links between theory and practice for them. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 613 | ||
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| Author | Skally, M.H. | ||||
| Title | An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses | Type | |||
| Year | 2007 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords |
Education; Nursing | ||||
| Abstract | Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was the author's assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 500 | ||
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| Author | Schroyen, B.; Finlayson, M. | ||||
| Title | Clinical teaching and learning: An action research study | Type | Journal Article | ||
| Year | 2004 | Publication | Nursing Praxis in New Zealand | Abbreviated Journal | |
| Volume | 20 | Issue | 2 | Pages | 36-45 |
| Keywords |
Education; Nursing; Hospitals | ||||
| Abstract | Using an educational action research model, a nursing lecturer based in a polytechnic and ten students formed a research group to address one issue that was important to them. The research group chose to plan, implement and evaluate a practical change strategy aimed at improving the teaching and learning relationship between students and staff nurses in clinical settings. A sample of five staff nurses working closely with five students in the group was invited to join the study in order to gain their perspectives on the issues. The findings were that contract learning provides a strategy which, under certain conditions, offers both students and staff nurses an opportunity to improve the effectiveness of their interactions. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 545 | ||
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| Author | Stewart, C.M. | ||||
| Title | “Caring as the heart of nursing education” | Type | |||
| Year | 2007 | Publication | Abbreviated Journal | Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz | |
| Volume | Issue | Pages | |||
| Keywords |
Education; Nursing; Nurse-patient relations | ||||
| Abstract | Literature and discussion on the role of caring theory in nursing has been in evidence for at least the past 30 years. Many nursing theorists have identified caring as the heart of nursing. Nursing is a profession involved and concerned with relationships. These relationships begin in the schools of nursing, and are continued into the clinical practice setting. Curriculum development is focused on ensuring nurses are prepared for the real world of practice. It is the author's belief, that nurses who receive their education in an environment where caring is modelled and evidenced throughout the curriculum, become nurses who continue to practice in a caring way. This dissertation will demonstrate that Swanson's (1991) five caring processes provide a framework to evidence caring practice within a nursing curriculum. The author believes this topic needs to be discussed as schools of nursing continue to review their curricula to prepare nurses for an ever changing and challenging health environment. This dissertation explores the question, 'If caring is at the heart of the profession of nursing, is it also at the heart of nursing education?' The author's objective is to inform the reader, and perhaps encourage educators to be courageous in the demonstration of caring practice, and in the development of caring curricula. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 499 | ||
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| Author | Hickson, E.K. | ||||
| Title | Developing clinical learning environment evaluation tools using an action research methodology | Type | |||
| Year | 2006 | Publication | Abbreviated Journal | ||
| Volume | Issue | Pages | |||
| Keywords |
Education; Nursing; Teaching methods; Evaluation | ||||
| Abstract | The author notes that learning nurses require real clinical experiences in order to apply learnt theory to actual practice. Clinical learning environments have consistently been found to function variably and sub-optimally for both learners and teachers. In order to improve the quality of the clinical learning environment it is necessary to first evaluate how effectively a clinical learning environment is functioning. A number of different methodologies have been used to evaluate clinical learning environments, a recent and successful method being the use of questionnaires or clinical learning environment evaluation tools. The objective of the present study was to develop clinical learning environment evaluation tools for use in a New Zealand hospital health service. Four tools appropriate to evaluate the clinical learning environment from the different perspectives of any type of clinical learner, clinical teacher, clinical manager and programme co-ordinator or nurse lecturer were developed. Six newly graduated nurses, three senior nurses, and the researcher were involved in the development of the evaluation tools over a five month period. A participatory action research methodology was employed. The resultant tools had a unique local focus and were suitably similar to other internationally developed tools. After testing the clinical learning environment evaluation tools, it is hoped that the implementation of the tools will support all stakeholders to understand and consequently optimise the functionality of their clinical learning environment. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 504 | ||
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| Author | Honey, M. | ||||
| Title | Teaching and learning with technology as enabler: A case study on flexible learning for postgraduate nurses | Type | |||
| Year | 2007 | Publication | Abbreviated Journal | ||
| Volume | Issue | Pages | |||
| Keywords |
Education; Technology; Nursing; Professional development; Teaching methods | ||||
| Abstract | The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses, are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students' assessed work and interviews with key stakeholders: student, teacher and the organisation. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. The author concludes that flexible learning improved access, choice, and provided an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as, the author suggests, it is at this level where greater change can be made to improve support for flexible learning provision. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 473 | ||
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| Author | Currie, J.; Edwards, L.; Colligan, M.; Crouch, R. | ||||
| Title | A time for international standards? Comparing the Emergency Nurse Practitioner role in the UK, Australia and New Zealand | Type | Journal Article | ||
| Year | 2007 | Publication | Accident & Emergency Nursing | Abbreviated Journal | |
| Volume | 15 | Issue | 4 | Pages | 210-216 |
| Keywords |
Emergency nursing; Cross-cultural comparison; Nursing; Education | ||||
| Abstract | The aim of this paper is to compare the Emergency Nurse Practitioner role in the UK, Australia and New Zealand. Whilst geographically distant, the role of the Emergency Nurse Practitioner within these three countries shares fundamental similarities, causing the researchers to question, is this a time to implement international standards for the role? The Emergency Nurse Practitioner role in all three countries is gradually establishing itself, yet there are shared concerns over how the role is regulated and deficits in standardisation of scope of practice and educational level. Together these issues generate confusion over what the role embodies. The authors suggest that one method of demystifying the Emergency Nurse Practitioner role would be to progress towards international standards for regulation, education and core components of practice. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 971 | ||
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| Author | Mitchell, M.H. | ||||
| Title | Clinical decision-making processes in emergency nursing | Type | |||
| Year | 2005 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords |
Emergency nursing; Education; Clinical decision making | ||||
| Abstract | The aim of this research paper is to explore the processes of clinical decision-making in relation to emergency nurses and to examine the educational requirements for the development of clinical decision-making skills. Clinical decision-making is foundational to professional nursing practice. It is the expectation of the profession and the organisations in which nurses work that appropriate clinical decision-making will occur. Patients also rightly expect, when being cared for by nurses, that the clinical decisions pertaining to their care will be optimal. | ||||
| Call Number | NRSNZNO @ research @ 592 | Serial | 578 | ||
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| Author | Horner, C. | ||||
| Title | Maintaining rural nurses' competency in emergency situations | Type | |||
| Year | 2005 | Publication | Abbreviated Journal | Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz | |
| Volume | Issue | Pages | |||
| Keywords |
Emergency nursing; Nurse practitioners; Rural nursing; Education | ||||
| Abstract | On call emergency health services are becoming routinely provided by some rural nurses, predominantly within the South Island. Rural nurses have been advancing their practice to accommodate the limited availability of general practitioners in rural communities. Although this is becoming routine practice, the author has been providing a service such as this for the past 12 years. This dissertation describes this practice in relationship to the present social-political context, advancing nurse competencies and her experience of rural nursing in a rural town within the South Island. Particular significance for the rural nurse is the required independent practice and overall responsibility when remote from traditional medical oversight. Providing on call emergency care with the possibility of a broad spectrum of emergency situations while maintaining competence for the unpredictable frequency (or lack of frequency) of the rural emergency is the focus of this dissertation. The professional and personal risks are high for rural nurses when placed in situations they are not prepared for or unable to remain competent to manage. Implications resulting from the critique of the health service literature on this subject are identified. Firstly, rural nurses need to be insightful of their own emergency on call expertise and limitations. Secondly, rural nurses require ongoing education and thirdly that appropriate education is available and accessible to rural nurses. Lastly, rural nurses require maintenance of competency so these emergency skills are not lost. This dissertation and the resulting recommendations embrace Nursing Council of New Zealand Nurse Practitioner Competencies. The resulting outcomes fulfilling the rural nurse's need for maintenance of competency for emergency on call care, the community's need for safe appropriate emergency care and national legislation requirements. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 666 | ||
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| Author | Bennison, C. | ||||
| Title | Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords |
Emergency nursing; Nursing; Education | ||||
| Abstract | ABSTRACT BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system. AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ). METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS). RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study. CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health. |
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| Call Number | NRSNZNO @ research @ | Serial | 1291 | ||
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| Author | Pool, Leanne; Day, Liz; Ridley, Susan | ||||
| Title | Mountain climbing: the journey for students with English as an additional language in a concept-based nursing curriculum | Type | Journal Article | ||
| Year | 2019 | Publication | Whitireia Journal of Nursing, Health and Social Services | Abbreviated Journal | |
| Volume | Issue | 26 | Pages | 28-36 | |
| Keywords |
English as an additional language (EAL); Student support; Nursing education; Communication | ||||
| Abstract | Identifies the communication and learning needs of EAL students in undergraduate nursing education. Presents strategies for EAL students and others with diverse learning needs to comprehend the underlying concepts of cultural safety, praxis, professional nursing and leadership in Whitireia's BN integrated nursing curriculum. Reports findings from focus group discussions with 13 students involved in the three-way partnership comprising lecturers, learning support services and EAL students. | ||||
| Call Number | NZNO @ research @ | Serial | 1633 | ||
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| Author | Rhodes, Johanna | ||||
| Title | Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction | Type | Journal Article | ||
| Year | 2020 | Publication | Kai Tiaki Nursing Research | Abbreviated Journal | |
| Volume | 11 | Issue | 1 | Pages | 34-41 |
| Keywords |
Escape rooms; Nursing students; Critical thinking; Teamwork; Nursing education | ||||
| Abstract | Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure. | ||||
| Call Number | NZNO @ research @ | Serial | 1659 | ||
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| Author | Harding, Thomas | ||||
| Title | Cultural safety : a vital element for nursing ethics | Type | Journal Article | ||
| Year | 2013 | Publication | Nursing Praxis in New Zealand | Abbreviated Journal | |
| Volume | 29 | Issue | 1 | Pages | 4-11 |
| Keywords |
Ethics; Cultural safety; Nursing education; Internationalisation | ||||
| Abstract | Argues that the globalisation of nursing and the internationalisation of nursing education potentially leads to the values underpinning nursing curricula coming into conflict with those of other cultures. Suggests the need to examine the values inherent in ethics education in nursing, proposing that cultural safety is incorporated into it in an increasingly multi-cultural nursing environment. | ||||
| Call Number | NZNO @ research @ | Serial | 1479 | ||
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| Author | Song, Wen Jie | ||||
| Title | Teaching Ethics in Nursing Education – A case study of teaching in a New Zealand tertiary education context | Type | Book Whole | ||
| Year | 2017 | Publication | Abbreviated Journal | ||
| Volume | Issue | Pages | 104 p. | ||
| Keywords |
Ethics; Nursing Education; Nursing Curriculum; Nursing Educators | ||||
| Abstract | Explores what experiences and challenges nursing educators face teaching ethics content and identifies the difficulties encountered in classroom practice. Interviews a self-selecting sample of 7 nursing educators working at a large NZ tertiary institution in the North Island. Outlines the seven dominant themes to emerge from the inductive data analysis process. | ||||
| Call Number | NZNO @ research @ | Serial | 1584 | ||
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