Cumming, G. (2008). From a generic to a gynaecological oncology Clinical Nurse Specialist: an evolving role. Master's thesis, Otago Polytechnic, Dunedin.
Abstract: Explores the role of the generic clinical nurse specialist (CNS) in order to provide clarity and guidance for an evolving Gynaecological Oncology CNS. Undertakes an integrative literature review to identify the generic components of a CNS role, the factors that impact on role development, and to establish what current literature states regarding the impact of the CNS role on patient outcomes. Highlights clinical expert, educator, consultant, researcher and care coordinator as generic components of a CNS role, with relational practice key to improved patient outcomes and satisfaction.
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Gultiano, J. P. (2022). The experiences of internationally-qualified nurses working in a publicly-funded tertiary hospital in New Zealand: A qualitative descriptive study. Master's thesis, University of Otago, Dunedin.
Abstract: Explores and describes the experiences of Internationally Qualified Nurses (IQN) working in a public hospital in NZ. Uses qualitative descriptive methodology to illuminate their experiences. Employs purposive sampling using maximum variation and snowball sampling methods to recruit 12 IQNs employed in the tertiary hospital. Conducts 12 one-to-one, semi-structured face-to-face interviews, which were analysed using Braun and Clarke's method of thematic analysis. Derives the following three themes: hospital navigation, ambivalence and being an outsider.
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Gray, N. (2020). Privileging Matauranga Maori in nursing education: Experiences of Maori student nurses learning within an indigenous university. Master's thesis, University of Auckland, Auckland.
Abstract: Investigates factors supporting Maori student engagement, retention and success in nursing education. Explores the experiences, perceptions and insights of Maori nursing students enrolled in Te Ohanga Mataora: Bachelor of Health Sciences Maori Nursing at Te Whare Wananga O Awanuiarangi. Conducts semi-structured face-to-face interviews with 12 full-time Maori undergraduate nursing students, highlighting both positive and negative factors in academic engagement.
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Pool, L. G. (2021). The Nurse Educator in Aotearoa New Zealand. Doctoral thesis, Auckland University of Technology, Auckland.
Abstract: Aims to contribute to an understanding of the work of nurse educators by illustrating the effect that changing health care and nursing workforce demands have had on the nurse educator role. Employs both academic and narrative writing in order to traverse the complexity of being a nurse educator. Argues that the educator needs to position the role between education and nursing practice, fulfilling the role of Kaiako Tapuhi.
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Davenport, A. C. (2020). Exploring nurses' documentation of their contribution to Traumatic Brain Injury rehabilitation in an Aotearoa-New Zealand Rehabilitation Unit. Doctoral thesis, Auckland University of Technology, Auckland.
Abstract: Utilises a critical realist case study framework to explore how rehabilitation nurses documented their contribution for clients with traumatic brain injury (TBI), and the influences on that documentation. Administers a questionnaire, undertakes an audit and interviews the nurses about their contribution. Makes six recommendations in relation to organisational level decision-making and the practice of individual nurses.
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Foster, P. M. (2020). What undergraduate nurse education actually teaches student nurses about people named as older: A Foucauldian discourse analysis. Doctoral thesis, Auckland University of Technology, Auckland.
Abstract: Traces the origins of gerontology knowledge among student nurses while considering how people designated as older are perceived by the student nurse, and the effects of functional decline and biomedical discourses on their views of older people when on clinical placement in aged residential care (ARC) facilities. Hghlights the contested domain of gerontology knowledge to generate dialogue about how older age is actually represented in student nurse education, as the current iteration perpetuates stereotypical assumptions about older age.
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McGregor, J. (2021). Historical Trauma Theory: The implications for nursing in Aotearoa New Zealand. Master's thesis, Auckland University of Technology, Auckland.
Abstract: Presents the findings of an integrative literature review exploring the possibility of applying Historical Trauma Theory to nursing practice. Uses Kaupapa Maori research methodology to apply Historical Trauma Theory to health care practice, in a Maori context. Considers how trauma theory can be used to support Wilson and Barton's Te Kapunga Putohe nursing model.
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Quiding, J. (2021). Improving assessment inter-rater reliability of a nursing ePortfolio: An Integrative Review. Master's thesis, Auckland University of Technology, Auckland.
Abstract: Analyses 13 articles using an integrative review methodology framework and thematic analysis to support the data analysis process, seeking to clarify the inter-rater reliability of nursing ePortfolio assessment. Identifies two themes emerging from the data: the subjective nature of the assessor, and external factors due to the nature of nursing portfolio requirements. Considers how to minimise assessment variability due to subjective factors.
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Gubb, A. (2020). Rural nurse practitioner role to improve outcomes for Thames-Coromandel community. Master's thesis, Auckland University of Technology, Auckland.
Abstract: Maintains that the Nurse Practitioner (NP) role has the potential to achieve more equitable outcomes for rural populations, particularly for older adults in their transition from hospital to the rural setting. Examines how NPs can reduce readmissions, from a thematic analysis of the literature using a realist synthesis approach, focusing on the Thames Coromandel rural community. Derives three themes from the analysis: self-efficacy, holistic care, and care grounded in nursing philosophy.
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Eappen, S. (2022). Developing a clinical referral pathway for the management of difficult venous access for ward nurses at North Shore Hospital. Master's thesis, Auckland University of Technology, Auckland.
Abstract: Aims to streamline a clinical referral pathway (flow chart) for difficult venous access (DVA). Conducts a review of current literature to provide a theoretical basis to support the project. Uses the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model to develop the project, collecting a six-month sample of referral data to identify trends. Identifies four key themes during daa analysis: patient clinical condition; difficult access; staff education and training; and urgency for treatment
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Mathew, B. R. (2021). Systematic literature review of the major themes in New Zealand health informatics research. Master's thesis, Auckland University of Technology, Auckland.
Abstract: Uses a systematic literature review to identify the following themes in health informatics research: conceptualisation of health informatics; big data analytics (BDA) in health informatics; types of health information systems; history of health informatics; and teaching nursing informatics. Concentrates on devices, methods, and interventions needed to promote the attainment of big-data analytics in health informatics and its use in medical and health decision-making.
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Weatherly, K. (2021). OPIVA refined – a human-centred approach to outpatient intravenous antibiotic treatment. Master's thesis, Auckland University of Technology, Auckland.
Abstract: Employs human-centred design (HCD) methods to explore how the medical devices that make up the Waitemata District Health Board's (Waitemata DHB) Outpatient Intravenous Antibiotic (OPIVA) service could be redesigned to improve the experiences of patients within the service. Surveys patients and district nursing staff about improving the usability, aesthetics and ergonomics of the elastomeric infuser and redesigning the storage bag to be wearable under clothing. Proposes a new system to replace the surgical tape used to hold the IV lines in place and advocates for patient experience inclusion in the redesign of the devices.
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Roberts, J. (2020). An investigation into the preparedness for and experiences in working with Maori nursing students among New Zealand tertiary institutes, schools and nurse educators. Doctoral thesis, Massey University, Palmerston North.
Abstract: Performs an explanatory sequential mixed-methods study comprising a questionnaire followed by interviews, to understand the experiences and preparedness of nurse educators in working with Maori nursing students. Demonstrates that throughout NZ, nursing schools and the educational institutes in which they are situated are informed by a range of strategies aimed at supporting Maori learners. Finds from interviews that environments encompassing te ao Maori (the Maori world) and staff practises that aligned with this were enabling for Maori nursing students.
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Guy, M. T. (2020). An exploration of the educational experiences of new nurses who are men within Aotearoa New Zealand. Master's thesis, Massey University, Palmerston North.
Abstract: Aims to inform future curriculum design to support, retain, and attract more men to nursing. Uses a descriptive qualitative design to explore the experiences of male nurses prior, during and after the Bacelor of Nursing degree. Conducts semi-structured interviews with 9 male nurses resulting in two main themes: isolation during training; inaccurate public perception of the of the scope of the modern nurse.
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Ferguson, K. M. (2021). The appropriation of cultural safety: A mixed methods analysis. Ph.D. thesis, University of Otago, Dunedin.
Abstract: Argues that the concept of cultural safety (CS) has been appropriated from an indigenous-led bicutural context to an inclusive cross-cultural framework for working with diverse patient populations. Investigates nurses' understanding of the 'Guidelines for Cultural Safety, the Treaty of Waitangi and Maori Health in Nursing Education and Practice' published in 2011 by the Nursing Council of NZ. Conducts a mixed-methods survey using both closed and open-ended questions to gauge nurses' confidence in applying the guidelines and their view of their relevance. Describes differences between NZ Registered Nurses (RN) and Internationally Qualified Nurses (IQN) in their understanding of CS. Argues that the CS model should be by Maori, for Maori.
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