| Records |
| 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 |
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| Volume |
4 |
Issue |
3 |
Pages |
164-169 |
| Keywords |
Evidence-based medicine; Teaching methods; Guidelines |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
845 |
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| Author |
Haggerty, C. |
| Title |
Supporting the development of critical analysis through the use of a constructivist learning strategy |
Type |
Journal Article |
| Year |
2004 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
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| Volume |
11 |
Issue |
|
Pages |
19-26 |
| Keywords |
Nursing; Education; Teaching methods; Theory |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1290 |
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| Author |
McKinney, C.; Cassels-Brown, K.; Marston, A.; Spence, D. |
| Title |
Linking cultural safety to practice: Issues for student nurses and their teachers |
Type |
Journal Article |
| Year |
2005 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
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| Volume |
|
Issue |
13(1) |
Pages |
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| Keywords |
Students; Cultural safety; Teaching methods; Nursing; Education |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
862 |
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| Author |
Crawley, J. |
| Title |
Tales full of treasure: Children's picture books as flexible learning tools for tertiary students |
Type |
Journal Article |
| Year |
2007 |
Publication |
Scope: Contemporary Research Topics (Flexible Learning) |
Abbreviated Journal |
Free to download, registration required |
| Volume |
1 |
Issue |
|
Pages |
16-23 |
| Keywords |
Teaching methods; Students; Nursing |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
517 |
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| Author |
Wilson, S.; Carryer, J.B. |
| Title |
Emotional competence and nursing education : A New Zealand study |
Type |
Journal Article |
| Year |
2008 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
24 |
Issue |
1 (Mar) |
Pages |
36-47 |
| Keywords |
Teaching methods; Communication; Nursing; Education; Nursing models |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
451 |
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| Author |
Spence, D.; Anderson, M. |
| Title |
Implementing a prescribing practicum within a Master's degree in advanced nursing practice |
Type |
Journal Article |
| Year |
2007 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
23 |
Issue |
2 |
Pages |
27-42 |
| Keywords |
Advanced nursing practice; Education; Nurse practitioners; Prescribing; Teaching methods |
| Abstract |
This article reports the implementation of a collaborative project undertaken to monitor and improve the effectiveness of the prescribing practicum papers delivered within two Master's degree programmes in advanced nursing practice. The recent introduction of Nurse Practitioner registration in New Zealand has resulted in the development of a number of Master's degree programmes in which students can complete a Nursing Council of New Zealand approved programme for prescribing. For the study, a developmental action research approach was used. Data were collected through interviews with practicum students, their medical supervisors and academic staff. Formative findings were progressively used to refine delivery of the practicum papers and a thematic analysis of summative findings identified areas for further improvement. The findings suggest that the processes being implemented are developing well. The researchers recommend that further education is required to clearly differentiate medical and advanced nursing roles. They recommend that greater attention needs to be paid to the preparation of medical supervisors and, most significantly, revision of funding is required to more equitably support the ongoing development of nurses for advanced practice roles. |
| Call Number |
NRSNZNO @ research @ |
Serial |
457 |
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| 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 |
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| 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 |
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| Author |
Vallance, E.; Scott, S. |
| Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one |
Type |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
19 |
Issue |
2 |
Pages |
41-51 |
| Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
| Abstract |
Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
556 |
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| 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 |
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| 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 |
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| Author |
Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M. |
| Title |
Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
15 |
Issue |
1 |
Pages |
13-22 |
| Keywords |
Qualiltative research; Preceptorship; Teaching methods; Nursing; Education |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
636 |
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| Author |
Thompson, R.; Farrow, T. |
| Title |
The Workbook Portfolio: Facilitating undergraduate student learning in the mental health clinical area |
Type |
Journal Article |
| Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
14 |
Issue |
2 |
Pages |
21-30 |
| Keywords |
Mental health; Teaching methods; Critical thinking |
| Abstract |
This article describes the use of a model that has been developed to assist students in tackling the complex issues surrounding mental health nursing. The Workbook Portfolio has identifiable components that encourage the development of reflective and analytical skills, which allow nurses to practice within an environment that is influenced and determined by a complex, and sometimes contradictory, range of external influences. The article explains the workings of this model so it can be used by educators to for students in the mental health setting. |
| Call Number |
NRSNZNO @ research @ |
Serial |
637 |
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| Author |
Walker, J.; Bailey, S. |
| Title |
The clinical performance of new degree graduates |
Type |
Journal Article |
| Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
14 |
Issue |
2 |
Pages |
31-42 |
| Keywords |
New graduate nurses; Professional competence; Nursing; Education; Teaching methods |
| Abstract |
This study aimed to identify how graduates perceived their clinical performance during their first year of practice. A convenience sample of 30 graduates was surveyed after 3 months and 7 months in practice, using an adapted form of a questionnaire devised by Ryan and Hodson (1992). The results showed that over time, graduates generally required less direction in all areas of clinical competence. After 7 months in practice, the majority of the graduates rated their performance in nursing skills, communication skills, and professionalism at the expected level or above. However, some still required direction with using theory and research in practice, with meeting client's psychosocial needs and with teaching clients. In the leadership competency, after 7 months, most graduates saw themselves functioning at the expected level related to client care and needed less direction in unit management skills. However, many of the unit management skills were rated as 'not applicable' indicating that new graduates are not initially placed in a management role. Implications for nursing education and limitations of the research are discussed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
638 |
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| 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 |
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| 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 |
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| Author |
Honey, M. |
| Title |
Flexible learning for postgraduate nurses: A basis for planning |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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| 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 |
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| 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 |
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| 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 |
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