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Author |
Ramsay, P.D.K. |
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Title |
The vocational commitment of student nurses and student teachers |
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1978 |
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University of Waikato Library |
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NRSNZNO @ research @ 293 |
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293 |
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Author |
McEldowney, R.A. |
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Title |
Critical resistance in nursing education: a nurse educator's story |
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1995 |
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University of Waikato Library |
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NRSNZNO @ research @ 300 |
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300 |
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Author |
Howard, F.M. |
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Title |
Staff – patient interaction patterns in hospital and community psychiatric facilities, a comparison |
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1983 |
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University of Auckland |
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NRSNZNO @ research @ 301 |
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301 |
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Author |
Dodd, J.E.L. |
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Title |
Individual privacy and the public good of health research |
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1995 |
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This is a piece of philosophy research and covers the following matters; the nature of privacy, Why it is morally significant, nature of health research, the privacy issues in health research and finally some suggestions as to ways privacy in health research may be preserved |
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NRSNZNO @ research @ 305 |
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305 |
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Chick, D.N.P. |
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Title |
Interpersonal needs, norms and performance in nursing |
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1974 |
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Australian National University Library |
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NRSNZNO @ research @ 307 |
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307 |
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Author |
Caldwell, S. |
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Title |
From “beloved imbecile” to critical thinker: producing the politicized nurse |
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1998 |
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University of Auckland Library |
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NRSNZNO @ research @ 311 |
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311 |
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Author |
Alexander, S.M. |
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Title |
Evaluation as an aged-care management tool: a case study |
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1989 |
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University of Auckland Library |
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NRSNZNO @ research @ 317 |
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317 |
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Author |
Day, D.R. |
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The recognition of prior learning: a case study of an undergraduate nursing degree programme |
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1997 |
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Author, Flinders University of South Australia Lib |
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A case study which examines the implementation of RPL, in an undergraduate nursing programme. Themes developed about the areas of a shift in ownership and control of nursing education to learner. The need to develop assessment processes that are more consistant with a non technical view was identified. Curricula need to be examined to allow RPL to be included |
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NRSNZNO @ research @ 324 |
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324 |
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Author |
Davies, B. |
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Title |
Midwifery competencies: students' stories |
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1997 |
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Victoria University of Wellington |
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NRSNZNO @ research @ 326 |
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326 |
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Author |
Wood, P.J. |
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Title |
Constructing colonial dirt: a cultural history of dirt in the nineteenth century colonial settlement of Dunedin, New Zealand |
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1997 |
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University of Otago Library |
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NRSNZNO @ research @ 331 |
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331 |
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Author |
Hendry, C. |
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Title |
Comparison between consumers and providers perceptions of quality maternity hospital care |
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1997 |
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Christchurch Medical School Library , Christchurc |
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Maternity services in New Zealand have undergone some fundamental and unique changes over the last few years. The promotion of competition among providers for clients have had repercussions on the way that maternity hospitals offers services to women. In adapting to this change, it is important that 'the baby is not thrown out with the bathwater'. Unfortunately the most commonly used indicators, and the standard “Patient Satisfaction Survey”, neither of which contain many valuable clues for maternity facility providers to determine the quality of their service from the consumer's perspective. The need was identified for the development of quality indicators to evaluate maternity hospital care. Closely related to this was the need to determine of how dependable providers are at determining what consumers would describe as an optimal maternity hospital service |
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NRSNZNO @ research @ 336 |
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336 |
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Author |
Boyle, S.D. |
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Title |
Nursing education in New Zealand: a case study of experiential learning |
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1994 |
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Victoria University of Wellington Library & Welli |
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This thesis presents a study of a nursing 'practicum' from the perspectives of nursing students and staff 'buddies'. A grounded theory approach was used to interview six nursing students during their transition placement, the final practicum of their Diploma in Nursing programme. Five staff nurse buddies selected by the students were also interviewed. An informal, conversational interview was used and data was analysed from an experiential learning perspective.This study differs from others because it focuses on the clinical experience component of nursing education, 'practicum', and includess practitioners viewpoints. At present there is a re-evaluing of experience within nursing education with a new emphasis on practice-based learning. Experience-based learning is becoming increasingly acceptable within academia as a 'seamless' education system evolves.I identified three learning stages which students' experience during practicum – initiation, exploration and consolidation. The key stage for learning through experience was exploration. Learning during this stage was predominantly buddy-directed which contradicted the self-directed curriculum design. Students and staff nurses however agreed that communication between them during this stage enabled the development of 'competence'.The learning /teaching approach used by the students and staff nurses made it difficult for students to translate their 'all-round' competencies during practicum. It is argued that it is the useof such competencies during practicum which enable nursing students to become autonomous in the attitudinal and epistemological sense. The predominantly 'technical training' approach adopted was understood by students and staff nurses to be reinforced by 'silence' from tutors.Restructuring gives the opportunity for nursing to develop an ';investigative', enquiry-based approach in practice. There will increasingly be an emphasis on practice-based research as a result of the implementation of degree and post-graduate programmes in nursing. This study highlights some aspects of nursing education and it's relationship with practice which can assist the development of such an approach |
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Call Number |
NRSNZNO @ research @ 339 |
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339 |
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Author |
Davy, R. |
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Title |
Evaluation of the impact on the quality of women who have participated in a nursing education session on menopause |
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1999 |
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Objective; The objective of this study is to determine if attending a nursing education session on menopause has an impact on women's management of their menopausal symptoms and consequently their quality of life for women aged 40 to 60 years. The hypothesis is that women attending education sessions will start or increase health promotion activities which will reduce menopausal symptoms and thus improve their quality of life.Design and method; Two questionaires were given to the women on the day of the education sessions and another questionnaire was sent to the participant three months later. The sample of 30 completed questionnaires includes feedback from Pacific Island women. A combination of quantitative and qualitative methods were used. The measure of quality of life has been based on the level of impact of menopausal on each women's life before the education session and three months later.Results; Initial analysis indicates that diet, exercise and time out were most commonly reported health activities utilized for relief of symptoms with HRT and herbal remedies used less often. Three months after the education session there was a significant reduction in the impact of symptoms in most categories with 140 incidences of total disappearance of symptoms, 24 incidences of reduction of symptoms, 17 incidences of symptoms increasing while 36 symptoms remained unchanged. Only one woman reported that she continued to have no control over her symptoms while the rest of the sample indicated that they had some or total control. The most common changes in health promotion activities were reduction in caffeine, exercise, relaxation and lubrication with sex. Herbal, homeopathy, dietary and hormone treatment rated low in health activities after the three months.Conclusion; Initial analysis indicates that menopausal symptoms has significantly improved for the majority of women who attended the nursing education session |
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NRSNZNO @ research @ 358 |
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358 |
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Author |
Bride, A.M. |
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Contract clinical tutors experience of working with Bachelor of Nursing students in clinical practice |
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Year |
1999 |
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Abbreviated Journal |
Victoria University of Wellington Library |
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The aim of this qualitative study is to explore four clinical tutors' perceptions of their role on facilitating Bachelor of Nursing students' learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students.Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so that their role as supervisor, teacher, facilitator, guide ands mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adapted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas.Focus groups interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic.A two hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors. |
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NRSNZNO @ research @ 361 |
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361 |
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Author |
Dickinson, A.R. |
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Title |
Managing it: a mother's perspective of managing their pre-school child's acute asthma episode |
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1997 |
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Abbreviated Journal |
Massey University Library |
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Call Number |
NRSNZNO @ research @ 367 |
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367 |
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