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White, G. E., & Su, H. - R. (2000). Am I dying, nurse? Nursing Praxis in New Zealand, 15(1), 33–40.
Abstract: This paper addresses the concept of truth, and debates who should tell it and how it should be told. It explores the cultural aspects of knowing the truth about dying. The question of whether nurses have a moral obligation to tell the truth is explored, and suggests the lack of New Zealand research in this area should be addressed.
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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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Wallis, R. (2000). Post-anaesthetic shaking: A review of the literature. Nursing Praxis in New Zealand, 15(1), 23–32.
Abstract: This paper addresses the problem of shaking and shivering as discussed in the nursing and medical literature. It defines post-anaesthetic shaking, focusing on the role of anaesthetics in hypothermia, pharmacological and non-pharmacological interventions, and theories of causes and consequences. Ways of preventing and treating post-anaesthetic shaking are examined.
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Horsburgh, M. (2000). Quality in undergraduate nursing programmes: The role of Nursing Council. Nursing Praxis in New Zealand, 15(2), 25–37.
Abstract: This paper looks broadly at issues to do with quality monitoring in higher education and considers the role and focus of the Nursing Council of New Zealand in the approval of and ongoing monitoring of undergraduate nursing degree programmes. It is suggested that the approach taken by the Nursing Council is accountability led where minimal attention is given to teaching and learning and actual graduate outcomes. This may lead to a mistaken belief that Nursing Council's monitoring focuses on quality or that the outcomes of their monitoring might contribute to programme enhancement. A shift to emphasise learning processes, students and continual improvement in order to enhance programme quality is proposed.
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Dyson, L. (2000). The role of the lecturer in the preceptor model of clinical teaching. Nursing Praxis in New Zealand, 16(3), 16–24.
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.
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Dyson, L., Entwistle, M., Macdiarmaid, R., Marshall, D. C., & Simpson, S. M. (2000). Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study. Nursing Praxis in New Zealand, 15(1), 13–22.
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.
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Holloway, K. T. (2000). The future for nursing education: UKCC review has relevance for New Zealand. Nursing Praxis in New Zealand, 16(2), 17–24.
Abstract: The author reviews the report 'Fitness for Practice' by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) noting many areas of relevance for New Zealand educators in outlining possible strategies for nursing education. Discussion of some of the recommendations is put in the context of a strategic review of undergraduate nursing education recently commissioned by the Nursing Council of New Zealand. Issues such as recruitment and access to education; retention; clinical assessment and placements; clinical skill acquisition and partnership are valid concerns for educators here also. Internationally, the author suggests, the commonalties in issues of concern lend validity to the concept of the global village and the necessity for a global perspective in health care workforce planning, including educational preparation.
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Tracy, C. (2000). Comparison of catheter-securing devices. Urologic Nursing, 20(1), 43–46.
Abstract: This study evaluates methods of securing urethral urinary catheters, which are a major part of urologic nursing. Basic procedures such as these are poorly researched or reported in the literature. The question of how to secure a urinary catheter and with what device often relies on knowledge, availability of equipment, and on information supplied by manufacturers of commercial devices. This study finds that sometimes the cheaper option of adhesive tape and pin device can still be the best for patients.
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