Poffley, C. (2022). Everything matters: Exposing the complexity of stakeholder collaboration in clinical education for undergraduate nursing students. Doctoral thesis, Auckland University of Technology, Auckland.
Abstract: Explores the complexity of values and beliefs along with contextual factors that enable and constrain stakeholder collaboration between student nurses, registered nurses in clinical practice, and academic clinical educators. Gathers data through focus groups and individual interviews to identify how and when collaboration among the stakeholders occurs.
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Minton, C., Burrow, M., Manning, C., & Van der Krogt, S. (2022). Cultural safety and patient trust: the Hui Process to initiate the nurse-patient relationship. Contgemporary Nurse, , 9 p.
Abstract: Argues that the Hui Process, being a model informed by Maori values on connection, serves the aim of the Fundamentals of Care framework for nursing students, to learn relationship-based nursing through culturally-safe practice and communication. Explains the Hui Process which comprises four steps: mihi, whakawhanaungatanga, kaupapa and poroporoaki. Examines how the process leads to culturally-safe patient-centred care.
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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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Rhodes, J. (2015). Using PeerWise in nursing education -- a replicated quantitative descriptive research study. Kai Tiaki Nursing Research, 6(1), 10–15.
Abstract: Surveys the views of third-year Bachelor of Nursing students with the aim of replicating or refuting the results from an earlier study on the use of the online learning tool PeerWise in nursing education. Uses a quantitative descriptive research method and survey, as in the earlier study, to determine whether PeerWise does provide a positive medium for nursing students to acquire, extend and revise nursing knowledge. Employs manifest content analysis on the data collected in the first study in 2013.
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Briscoe, J., Mackay, B., & Harding, T. (2017). Does simulation add value to clinical practice: undergraduate student nurses' perspective. Kai Tiaki Nursing Research, 8(1), 10–15.
Abstract: Evaluates whether simulation helps to prepare student nurses for clinical practice. Conducts a research project to establish if the use of simulation in nursing education provides added value to the clinical experience of students. Uses a qualitative, descriptive approach as the methodology to interview a voluntary purposeful sample of nursing students enrolled across the BN programme. Aministers focus group interviews with 10 nursing students from semester two through to final semester, year three.
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Song, J. (2018). Ethics education in nursing: challenges for nurse educators. Kai Tiaki Nursing Research, 9(1), 12–17.
Abstract: Explores the experiences of a group of nurse educators responsible for teaching ethics to undergraduate nursing students. Discusses the ethical challenges they encounter in their classroom practice. Employs a case study approach to explore the experiences of seven educators working at a large tertiary institution. Interviews them to ascertain the challenges they face in teaching ethics to nursing students, and how best to overcome them.
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Jamieson, I., & Harding, T. (2019). The perspectives of key stakeholders regarding New Zealand's first graduate-entry nursing programme. Kai Tiaki Nursing Research, 10(1), 8–14.
Abstract: Backgrounds the circumstances surrounding the establishment of NZ's first graduate-entry registered nursing programme in 2014 an the Christchurch Polytechnic Institute of Technology and the University of Canterbury. Undertakes a qualitative, descriptive case-study involving purposive sampling of stakeholders in the programme's establishment
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Chittick, H., Manhire, K., & Roberts, J. (2019). Supporting success for Maori undergraduate nursing students in Aotearoa/New Zealand. Kai Tiaki Nursing Research, 10(1), 15–21.
Abstract: Identifies those factors that help Maori to succeed in bachelor of nursing education programmes, based on previous identification of barriers to Maori success in tertiary education. Examines the experiences of Maori graduate nurses in 2017 via semi-structured interviews. Analyses the data using thematic methods to describe common themes.
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Rhodes, J. (2020). Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction. Kai Tiaki Nursing Research, 11(1), 34–41.
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.
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Bingham, H., & Malone, T. (2022). Developing compassion in nursing students through engaging with a lived experience. Kai Tiaki Nursing Research, 13(1), 19–25.
Abstract: Considers whether an educational intervention in which mental illness and addiction sufferers share their personal experience with nursing students results in the development of empathy and compassion among nursing students. Incorporates five workshops into the bachelor of nursing curriculum, in which students listen to the stories told by mental health/addiction patients. Gathers accounts from students of their reactions afterwards.
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Litchfield, M. (1991). Nursing education: Direction with purpose. Kai Tiaki: Nursing New Zealand, 84(7), 22–24.
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Woods, H. (2023). Oral history: a rich tapestry of information. Kaitiaki Nursing Research, 14(1), 62–64.
Abstract: Explains oral history, its types and best practice. Introduces the Oral History and Sound Collection at Turnbull Library, focusing on the Nursing Education and Research Foundation (NERF) special collection of oral history interviews with nurses, which arose out of the NERF Oral History Project. Provides examples of three oral history interview records from the collection.
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Willers, S., Jowsey, T., & Chen, Y. (2021). How do nurses promote critical thinking in acute care? A scoping literature review. Nurse Education in Practice, 53. Retrieved June 1, 2024, from http://dx.doi.org/https://doi.org/10.1016/j.nepr.2021.103074
Abstract: Employs Arksey and O'Malley's framework to undertake a scoping literature review to find out how critical thinking is promoted among nursing learners such as students and junior nurses in acute care.
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Neville, S., Montayre, J., Napier, S., Macdiarmid, R., Holroyd, E., Britnell, S., et al. (2021). Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: an integrative review. Nursing Praxis in Aotearoa New Zealand, 37(2).
Abstract: Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations.
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Thomson, P., Richardson, A., & Foster, G. (2021). Collaborative learning in the COVID-19 pandemic: A change to the delivery of undergraduate nursing education. Nursing Praxis in Aotearoa New Zealand, 37(3).
Abstract: Describes an innovative solution to designing meaningful learning activities as substitutes for clinical placements in primary health care settings, in which student nurses focus on collaborative learning in a virtual team. Backgrounds their participation in a project focusing on disaster nursing preparedness and management of the sequelae associated with a disaster, particularly the COVID-19 pandemic. Notes how e-learning short courses contributed to student preparation for clinical practice acting as substitutes for clinical experience.
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