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Seton, K. M. (2004). Diversity in action: Overseas nurses' perspectives on transition to nursing practice in New Zealand. Ph.D. thesis, , .
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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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Davenport, F. A. (2004). Dying to know: A qualitative study exploring nurses' education in caring for the dying. Ph.D. thesis, , .
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McLoughlin, N. (2007). Dying to know: Advancing palliative care nursing competence with education in elderly health settings. Ph.D. thesis, , .
Abstract: This paper explores the benefits of using education as one means to advance palliative care competence for nurses. A literature search was conducted revealing numerous educational initiatives and approaches have been developed to improve palliative care. Benefits include improved nursing knowledge, confidence and competence which directly correlate with improved patient outcomes. Accompanying the shift of palliative care from hospices to varied health care providers globally, are disparities in care provision. The literature suggests that reasons for such disparities include insufficient specialised palliative care knowledge and skills of nurses to effectively deliver this care within generalist health settings and lack of information for caregivers. In response, approaches aimed at improving palliative care include reviewing, redefining and implementing nursing roles, education courses, and theoretical frameworks to inform practice and improve outcomes. This paper focuses on the benefits of offering tailored palliative care education in work settings to improve patient care. One entrepreneurial education initiative aimed at advancing palliative nursing and which is currently being implemented in aged care contexts is shared. Careful strategic planning and working more collaboratively between all stakeholders, is strongly recommended in order to manage current and future challenges. Advancing palliative nursing care using appropriate education is achievable and beneficial but is fraught with complexities.
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Richardson, F. (2012). Editorial: Cultural Safety 20 Years On Time to Celebrate or Commiserate? Available through NZNO library, (19), 5–8.
Abstract: There needs to be more practice-focused research about how cultural safety is experienced by the recipient of care and how it is applied in nursing and healthcare delivery. [...]sociology, science, and knowledge developed from within northern hemisphere societies. Because the ground is different for knowledge arising from the New Zealand experience, theorising cultural safety must be different too.
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Horsburgh, M., Merry, A., Seddon, M., Baker, H., Poole, P., Shaw, J., et al. (2006). Educating for healthcare quality improvement in an interprofessional learning environment: A New Zealand initiative. Journal of Interprofessional Care, 20(5), 555–557.
Abstract: This article describes two interprofessional learning modules offered by the Faculty of Medical and Health Sciences at the University of Auckland to undergraduate medicine, nursing and pharmacy students. The modules, 'Maori Health“ and ”Patient Safety", have a focus on quality improvement in healthcare and are used to bring together students for a shared learning programme.The specific dimensions of healthcare quality covered in the programme are: patient safety, equity, access, effectiveness, efficacy and patient-centeredness.
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Honey, M., Collins, E., & and Britnell, S. (2020). Education into policy: Embedding health informatics to prepare future nurses -- New Zealand case study. JMIR Nursing, 3(1). Retrieved May 29, 2024, from http://dx.doi.org/10.2196/16186
Abstract: Explores how health informatics can be included in undergraduate health professional education. Uses a case study approach to consideer health informatics within undergraduate nursing education in NZ, leading to the development of nursing informatics guidelines for nurses entering practice.
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Mockett, L., Horsfall, J., & O'Callaghan, W. (2006). Education leadership in the clinical health care setting: A framework for nursing education development. Nurse Education in Practice, 6(6), 404–410.
Abstract: This paper describes how a new framework for clinical nursing education was introduced at Counties Manukau District Health Board. The project was initiated in response to the significant legislative and post registration nursing education changes within New Zealand. The journey of change has been a significant undertaking, and has required clear management, strong leadership, perseverance and understanding of the organisation's culture. The approach taken to managing the change had four stages, and reflects various change management models. The first stage, the identification process, identified the impetus for change. Creating the vision is the second stage and identified what the change would look like within the organisation. To ensure success and to guide the process of change a realistic and sustainable vision was developed. Implementing the vision was the third stage, and discusses the communication and pilot phase of implementing the nursing education framework. Stage four, embedding the vision, explores the process and experiences of changing an education culture and embedding the vision into an organisation. The paper concludes by discussing the importance of implementing robust, consistent, strategic and collaborative processes that reflect and evaluate best educational nursing practice.
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Bennison, C. (2008). Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand. Master's thesis, , .
Abstract: ABSTRACT
BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system.
AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ).
METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of
Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS).
RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study.
CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health.
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Bowen-Withington, J. (2022). Emerging discourses shaping high-fidelity simulation as an education platform in Aotearoa New Zealand pre-registration nursing education: A Foucauldian discourse analysis. Doctoral thesis, Auckland University of Technology, Auckland.
Abstract: Asserts that nursing needs to think critically about High-fidelity simulation (HFS) use, and its dominance, in the educational preparation of nurses. Draws on the tenets of postmodernism and Foucauldian discourse analysis methodology to question the discourses and discursive practices that influence the use of HFS as an approach to intentional and unintentional teaching and learning in pre-registration nursing education in NZ. Explores how this shapes nursing students' subjectivity and, ultimately, nursing practice.
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Wilson, S., & Carryer, J. B. (2008). Emotional competence and nursing education : A New Zealand study. Nursing Praxis in New Zealand, 24(1 (Mar)), 36–47.
Abstract: Explores the challenges encountered by nurse educators who seek to assess aspects related to emotional competence in nursing students. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
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Shelah, G. E. (2003). Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education. Ph.D. thesis, , .
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Hylton, J. A. (2002). Enrolled nurse transition to degree level study based at a rural satellite campus. Ph.D. thesis, , .
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van Rooyen, P., Dixon, D. A., Dixon, G., & Wells, C. C. (2006). Entry criteria as predictor of performance in an undergraduate nursing degree programme. Nurse Education Today, 27(7), 593–600.
Abstract: This research explored the relationship between entry criteria and academic performance in the first and second year bioscience papers at Otago Polytechnic School of Nursing. The School's inclusion of a bioscience requirement varies from the Nursing Council criteria for acceptance into undergraduate nursing programmes. Six hundred and nineteen academic records of 1994-2002 graduates were sampled. Chi-square and correlational analyses found a relationship between entry qualifications and students' academic performance in the two papers. The entry criteria had a stronger relationship with the students' performance in the first year bioscience paper than the second year paper. Performance in the first year was predicative of second year performance. Age was also found to be a useful predictor of grades. These findings support the School's Bioscience entry criteria and provide important information for admission committees.
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Haggerty, C., Holloway, K., & Wilson, D. (2012). Entry to nursing practice preceptor education and support : could we do better? Nursing Praxis in New Zealand, 28(1), 30–39.
Abstract: Reveals that recent longitudinal evaluation of 21 Nursing Entry to Practice (NETP) programmes in NZ identified that preceptorship selection, education and support are not properly resourced. Identifies the factors preventing preceptors from receiving appropriate training and recommends development of a clearly-defined preceptor selection and education process.
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