Abstract: The ICN International classification for nursing practice project.Terms used by Community-based Mental Health Nurses to describe their practice.In December 1995 a team of advisors from throughout the Asia and pacific region gathered in Taipei, Republic of China, for the International Council of Nurses (ICN) International Classification of Nursing Practice (ICNP) project. During the week long workshop the early draft Classification architecture was presented and exercises were undertaken to test the relevance and accuracy of selected Terms and associated characteristics from the classification. The team of Consultants, who have been working on the Classification since 1990, identified that the most underdeveloped aspects of the hierarchy were community health and mental health nursing. They encouraged the team of Advisors to conduct research with nurses to add to these areas of the Classification in particular.The purpose of the ICP is to make nursing visible through an internationally accepted language which represents nursing diagnoses, interventions and outcomes. The classification is sponsored by ICN and follows a format similar to the WHO International Classification of Diseases (ICD) which is used extensively throughout the world to statistically record work completed by medical practitioners.The research undertaken at Lakeland Health with five Community-based Mental Health Nurses used the retrospective method of nursing diagnosis validation tool and field exercise method provided by the ICNP Consultant team. These were underpinned by participatory action research methodology. Over four sessions the participants identified six Terms and then field tested each to assess the relevance of that Term in practice. At the weekly sessions the participants shared their reflections on the validity of each Term and discussed other outcomes resulting from their involvement in the research process.The research report outlines the ICNP project and associated literature, explains the research methodology, identifies the resulting Terms and characteristics ready for submission to the ICNP Consultant team and examines outcomes from involvement in the participatory process

Abstract: High stress and staff turnover in a multi-specialty paediatric area prompted this study that aimed to :1) measure the burnout level of nurses in a multi-specialty paediatric area2) identify and validate causes of stress3) identify new ways of preventing stress on the wardFifty four percent (n=14) of the paediatric nurses completed the questionnaire booklet that included demographic data, the Maslach Burnout Inventory, the Nursing Situations Questionnaire the Hopkins Symptom Checklist-21 the Ways of Coping Checklist and open ended questions about sources of stress and satisfaction at work. Results indicated levelsof burnout and distress comparable with larger studies. Conflict with doctors was the major source of stress followed by workload, inadequate preparation in dealing with the emotional needs of patients and their families and death and dying. Conflict with doctors has not previously been identified as the major source of stress. However workload and death and dying are commonly identified as sources in the literature. Suggestions for further research and the low response rate are discussed

Abstract: At Whitireira Community Polytechnic the curriculum philosophy for the Bachelor of Nursing Degree Programme is based on the Treaty of Waitangi, which provides a framework to articulate the concepts of Partnership, Governorship, Advocacy and Empowerment. This paper will describes a research study that aimed to explore the phenomenon of empowerment from the perspective of the student nurse.Using grounded theory methodology, emancipatory and feminist philosophies. Six year Two nursing participants were interviewed and asked to define the term empowerment and give exemplers of moments when they had been empowered in a teaching/learning context. Analysis of data led to the discovery of a theory and development of a theoretical model that described the conditions and consequences that led to empowerment or disempowerment for the student.The theoretical model will be presented and explained, and the conditions that enhanced empowerment will be explored. Recommendations from the research included the need for relevant preparation for students prior to clinical placement, preparation of clinicians through preceptor pregrammes, greater awareness by registered nurses of the communication that is effective in supporting student nurses and support for assisted reflection for students following clinical placements. It was further recommended that the theoretical model be tasted in other contexts