|
Boddy, J. M. (1992). An ethnography of caring and control in an acute psychiatric unit. Ph.D. thesis, , .
|
|
Rowe, W. (2001). An ethnography of the nursing handover. Ph.D. thesis, , .
|
|
Jenkinson, F. H. (2003). An evaluation of nursing documentation as it relates to pro re nata (prn) medication administration.
|
Scott, S., Johnson, Y., & Caughley, B. (2003). An evaluation of the new graduate orientation programme: Introduced at Capital Coast District Health Board's Wellington Hospital in March 1998. [Wellington]: Massey University.
Abstract: This report presents a longitudinal research study which evaluated the effectiveness of the twelve months New Graduate Orientation Programme introduced at Capital Coast District Health Board's Wellington Hospital in March 1998. The programme was implemented to assist new nursing graduate's transition into the role of registered nurse. The evaluation project took place over a three-year period. Three annual intakes of new graduates enrolled in the New Graduate Orientation Programme were surveyed by questionnaire on their completion of the programme.
|
|
Crawford, R. (2000). An exploration of nurses' understanding of parenting in hospital. Ph.D. thesis, , .
|
|
Price, E. M. A. (1997). An exploration of the nature of therapeutic nursing in a general rehabilitation team. Ph.D. thesis, , .
|
|
Glick, C. L. (1988). An independent nurse practitioner in occupational health: is it feasible for New Zealand? Ph.D. thesis, , .
|
Watson, P. B. (1998). An understanding of family in the context of families facing the diagnosis of childhood cancer. Ph.D. thesis, , .
Abstract: The diagnosis of childhood cancer has a profound impact on the family. How nurses understand family affects their practice with families facing the diagnosis of childhood cancerShaped by Heideggerian phenomenology, van Manens methodology for hermeneutic phenomenology was used to construct an understanding of family from the experiences of family members facing the diagnosis of childhood cancer. Seven family members from two families, one mother, two fathers, two siblings, and two grandparents were interviewed about their experience of facing the diagnosis of childhood cancer.From the participants experience the meaning of family was interpreted as being-with-others, for-the-sake-of-others, who one might not distinguish from oneself. This understanding of family is recognisable, yet different from traditional definitions of family and may help nurses and family members to act more thoughtfully and tactfully with each other
|
|
Rydon, S. E. (2001). Attitudes, skills and knowledge of mental health nurses: The perception of users of mental health services. Ph.D. thesis, , .
|
|
Stolz-Schwarz, P. (2001). Barriers to and facilitators of research use in clinical practice for a sample of New Zealand registered nurses. Ph.D. thesis, , .
|
|
White, J. M. (1992). Becoming a resident. Ph.D. thesis, , .
|
|
Birks, G. (1995). Becoming better but different: a grounded theory of women's recovery from hysterectomy following early discharge from hospital. Ph.D. thesis, , .
|
|
Coup, A. (1998). Being safe and taking risks: how nurses manage children's pain. Ph.D. thesis, , .
|
|
Smythe, E. (1998). Being safe in childbirth: a hermeneutic interpretation of the narratives of women and practitioners. Ph.D. thesis, , .
|
McCallin, A. (1993). Being-in-becoming: a grounded theory of teachers' experiences in nursing education. Ph.D. thesis, , .
Abstract: This study identifies, describes and generates a theoretical explanation of what it means to be a Nurse educator in New Zealand in the 1990's. It explores individual experiences within the broader social context. Sixteen participants from three Schools of Nursing in New Zealand were interviewed over a four month period. Constant comparative analysis of data eventuated in the identification of four conceptual categories named as : being a teacher, settling down, finding a place and coping with change. They were then drawn into the core category – Being – in- Becoming. Being – in- Becoming, means in this study, that a person is the Nurse teacher simply because that person has taken on the work of a teacher. In being a teacher, the person is adapting, changing and learning how to become a teacher. Being – in- Becoming, is a process which is on going, never ending, and constantly changing. The essence of this study is that the teacher's experience of Being – in- Becoming. is influenced by personal development and the way the person comes to 'know' about the world of Nursing education who is also intimately connected to the way Nursing curriculum is defined and experienced by individual teachers. These findings have implications for Nursing education , in recognition of teacher's concerns, background meanings and problems which influence a person's experience of being a Nurse educator. Expectations that feelings should be 'managed' therefore ignored is consistent in a group which claims caring as the essence of Nursing practice. Excessive workloads are constantly cited as a major problem for worker. The organisation has the responsibility to acknowledge the human experience of those who work within this area and to undertake to respond in ways which can improve the situation for all
|
