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Author |
Lewis-Clarke, G.M.E. |
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Title |
Whanau and whanaungatanga issues affecting Maori achievement in tertiary nursing education |
Type |
Report |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Maori; Nursing; Education; Students; Cultural safety |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
804 |
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Author |
Feather, A. |
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Title |
What is so hard about a drug calculation? An exploration into my experience of teaching the competency of drug dosage calculation to the undergraduate nursing student |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Issue |
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Pages |
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Keywords |
Drug administration; Nursing; Education; Students |
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Abstract |
This dissertation was written to promote the author's understanding of the development of drug calculation competency in the undergraduate student nurse. It explores and critiques the literature surrounding the topic and examines the differing teaching methods that are currently used to promote this competency. Findings from the literature were compared to her experience of teaching drug dosage calculation competency to second year undergraduate nursing degree students. This dissertation suggests that drug dosage calculation may be an ongoing problem for nursing students not only during their course of study but also post registration. It appears that age and educational background may be factors in determining whether or not the student will truly master the concept. Although highly debated, it does appear that the use of a calculator assisted the nursing students within the author's class with their arithmetic operation. However, problems associated with conceptual understanding remain notable. The recommendations from this dissertation include the use of varied methods of instruction, integration of both the theory and practical components and the possible use of the dimensional analysis method in the teaching of drug dosage calculation. The author suggests that further research is required both locally within the School of Nursing where she is employed and nationally to fully examine the extent of this issue. Research which is not only focused on the student's calculation ability and its progression over the course of their study but which also allows the School to collate data on age, educational background, culture and learning style would allow lecturers to gain greater insight into student competency, progress and learning needs. She goes on to say that the continued ongoing exploration of her own practice utilising action research is also required as this would assist her in meeting the needs of students and lead to an overall improvement in her practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
805 |
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Author |
Seccombe, J. |
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Title |
Nursing students and people with disabilities: Changing curriculum, changing attitudes? |
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Year |
2004 |
Publication |
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Abbreviated Journal |
Massey University Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Students; People with disabilities |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
832 |
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Author |
Honey, M.; Waterworth, S.; Baker, H.; Lenzie-Smith, K. |
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Title |
Reflection in the disability education of undergraduate nurses: An effective learning tool? |
Type |
Journal Article |
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Year |
2006 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
15 |
Issue |
11 |
Pages |
449-453 |
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Keywords |
Nursing; Education; People with disabilities; Teaching methods; Evaluation |
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Abstract |
The aim of this qualitative study was to evaluate the usefulness of formal reflection in the context of undergraduate nursing education during the teaching of a disability module. Reflection is defined as examination and exploration of an issue of concern to help create or clarify meaning.Twelve reflection assignments written by second-year nursing students were analysed. The analysis indicated that students' reflection focused less on their experience of working with people with disabilities and more on their overall learning experience and coping with clinical practice. A central theme, Coping with Clinical Practice, and four sub-themes were identified. Students acknowledged reflection as beneficial to their learning and linked to their clinical practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
839 |
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Author |
Hylton, J.A. |
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Title |
Relearning how to learn: Enrolled nurse transition to degree at a New Zealand rural satellite campus |
Type |
Journal Article |
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Year |
2005 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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Volume |
25 |
Issue |
7 |
Pages |
519-526 |
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Keywords |
Registered nurses; Enrolled nurses; Education; Maori; Scope of practice; Careers in nursing; Rural nursing |
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Abstract |
This paper reports a study that examined the factors that assisted or hindered the transition of a group of enrolled nurses to registration/degree programmes, via a flexible course developed by a North Island tertiary institution. The study follows ten enrolled nurses, primarily Maori and working in rural settings, as they continued to work while studying at a small satellite campus. The study was exploratory and descriptive, and utilised focus group interviews. Two major categories emerged from comparative analysis of the data. One category entitled 'relearning how to learn', demonstrated the cognitive and behavioural adaptations made and is the focus of this paper. The other category 'barriers and catapults', demonstrated the physical and environmental factors that influenced the students' transition but is outside the scope of this paper. Recent changes in New Zealand nursing education have witnessed the clarification of scopes of nursing practice and the controversial development of a new Certificate in Health Science (Nurse Assistant). Currently enrolled nurses are again facing threats to employment and it is envisaged that many will be seeking to undertake transition to registered nurse in the near future. |
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Call Number |
NRSNZNO @ research @ |
Serial |
842 |
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Author |
Holloway, K. T. |
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Title |
The future for nursing education: UKCC review has relevance for New Zealand |
Type |
Journal Article |
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Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
16 |
Issue |
2 |
Pages |
17-24 |
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Keywords |
Nursing; Education; Recruitment and retention; Clinical assessment; Policy |
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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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Call Number |
NRSNZNO @ research @ |
Serial |
848 |
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Author |
Shelah, G.E. |
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Title |
Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education |
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Year |
2003 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Teaching methods; Nursing; Education |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
856 |
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Author |
Laracy, K. |
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Title |
Exploration of the self: The journey of one pakeha cultural safety nurse educator |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Cultural safety; Teaching methods; Nursing; Education; Professional development; Transcultural nursing; Maori; Identity |
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Abstract |
Cultural safety is taught in all undergraduate nursing programmes in Aotearoa/New Zealand. There is a predominance of Pakeha nurse educators in teaching this content. There is little explanation of what being Pakeha entails. This perpetuates a silence and continues the dominant hegemonic position of Pakeha in Aotearoa/New Zealand. This study suggests that as Pakeha cultural safety nurse educators we examine our dominance and critique the delivery of cultural safety education. This autobiographical study undertakes to explore the Pakeha identity of a cultural safety nurse educator. The author discusses identity in the context of a globalised world, and challenges the idea of a definitive Pakeha identity. There are multiple descriptions of Pakeha, all underdeveloped and inadequate for the purposes of cultural safety education. In this study, the author uses the heuristic process of Moustakas (1990) and Maalouf's (2000) ideas of vertical and horizontal heritage to locate and present the essence of the self. In keeping with the purpose of cultural safety education, the author considers her ethnic cultural self as described by Bloch (1983) and explores Helms' (1990) theory of White racial identity development. This thesis describes the position of one Pakeha in the context of teaching cultural safety in an undergraduate nursing degree programme in Aotearoa/New Zealand. For Pakeha cultural safety nurse educators the author argues that exploration of one's heritages and location of a personal Pakeha identity is pivotal to progressing the enactment of cultural safety in Aotearoa /New Zealand. |
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Call Number |
NRSNZNO @ research @ |
Serial |
864 |
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Author |
Richardson, F.I. |
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Title |
What is it like to teach cultural safety in a New Zealand nursing education programme? |
Type |
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Year |
2000 |
Publication |
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Abbreviated Journal |
Massey University Library; NZNO Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Cultural safety; Nursing; Education; Transcultural nursing; Maori |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
872 |
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Author |
Hardcastle, J. |
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Title |
The meaning of effective education for critical care nursing practice: A thematic analysis |
Type |
Journal Article |
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Year |
2004 |
Publication |
Australian Critical Care |
Abbreviated Journal |
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Volume |
17 |
Issue |
3 |
Pages |
114, 116-2 |
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Keywords |
Hospitals; Nursing; Education; Nursing specialties |
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Abstract |
Using thematic analysis, this study explored the phenomenon of effective education for critical care nursing practice by asking: What does effective education for critical care nursing practice mean to nurses currently practising in the specialty? Eighty eight critical care nurses from the South Island provided written descriptions of what effective education for critical care nursing practice meant to them. Descriptive statements were analysed to reveal constituents, themes and essences of meaning. Four core themes of personal quality, practice quality, the learning process and learning needs emerged. Appropriateness or relevance for individual learning needs is further identified as an essential theme within the meaning of effective education for critical care nursing practice. Shared experiences of the phenomenon are made explicit and discussed with reference to education and practice development in the specialty. The study results lend support to education that focuses on individual learning needs, and identifies work based learning as a potential strategy for learning and practice development in critical care nursing. |
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Call Number |
NRSNZNO @ research @ |
Serial |
873 |
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Author |
Drake, M. |
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Title |
The sonata form of musical composition as a framework for thesis writing |
Type |
Journal Article |
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Year |
2004 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
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Volume |
16 |
Issue |
3 |
Pages |
252-258 |
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Keywords |
Nursing research; Nursing; Education |
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Abstract |
This article introduces an innovation in writing master's level research and suggests that other structures may offer new and different frameworks for reporting nursing research. This is exemplified by reference to an example of nursing research which adopted the sonata form of musical composition as the framework for presentation of the thesis. |
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Call Number |
NRSNZNO @ research @ |
Serial |
876 |
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Author |
Spence, D.; Fielding, S. |
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Title |
Win-win-win: Collaboration advances critical care practice |
Type |
Journal Article |
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Year |
2002 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
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Volume |
13 |
Issue |
2/3 |
Pages |
223-228 |
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Keywords |
Nursing specialties; Rural nursing; Nursing; Education; Curriculum |
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Abstract |
This paper provides an overview of the structure and processes of an eighteen month, distance education course focused on developing advanced practice in the context of critical care nursing. Within the framework of a Master of Health Science, the postgraduate certificate (critical care nursing) was developed as a collaboration between Auckland University of Technology and two regional health providers. Students enrol in science and knowledge papers concurrently then, in the second half of the course, are supported within their practice environment to acquire advanced clinical skills and to analyse, critique and develop practice within their specialty. This course is set against a background of increasing interest in education post registration. The acquisition of highly developed clinical capabilities requires a combination of nursing experience and education. This requires collaboration between clinicians and nurse educators, and approaches to address accessibility of relevant educational opportunities for nurses outside the country's main centres. |
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Call Number |
NRSNZNO @ research @ |
Serial |
878 |
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Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
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Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
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Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
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Volume |
12 |
Issue |
2 |
Pages |
201-224 |
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Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
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Abstract |
This article outlines some key aspects of the practice of a number of nurse educators and researchers, and their commitment to the needs of their specific region. The group has been based at the Waikato Institute of Technology (WINTEC) over the last decade and have worked collaboratively across primary health, cultural safety, and child and family health domains of the nursing curriculum. They share a common philosophy underpinned by notions of diversity and health equity. The philosophy informs their theoretical inquiry, practice and research interests, and pedagogical concerns. In this article, the nurse researchers begin by situating themselves within the region, its people, and influences before moving into a consideration of the wider political and policy environment. They then consider the destabilising effects of cultural safety education and the tension between biculturalism and multiculturalism in their context. Finally, they reflect on how these ideas inform their work with postgraduate child and family nurses. |
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Call Number |
NRSNZNO @ research @ |
Serial |
883 |
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Author |
Richardson, F.I.; Carryer, J.B. |
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Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
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Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
44 |
Issue |
5 |
Pages |
201-208 |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
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Abstract |
This article describes the findings of a research study on the experience of teaching cultural safety. As a teacher of cultural safety, the first author was interested in exploring the experience of teaching the topic with other cultural safety teachers. A qualitative approach situated in a critical theory paradigm was used for the study. The study was informed by the ideas of Foucault and feminist theory. Fourteen women between ages 20 and 60 were interviewed about their experience of teaching cultural safety. Five women were Maori and 9 were Pakeha. Following data analysis, three major themes were identified: that the Treaty of Waitangi provides for an examination of power in cultural safety education; that the broad concept of difference influences the experience of teaching cultural safety; and that the experience of teaching cultural safety has personal, professional, and political dimensions. These dimensions were experienced differently by Maori and Pakeha teachers. |
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Call Number |
NRSNZNO @ research @ |
Serial |
885 |
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Author |
Wepa, D. |
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Title |
An exploration of the experiences of cultural safety educators in New Zealand: An action research approach |
Type |
Journal Article |
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Year |
2003 |
Publication |
Journal of Transcultural Nursing |
Abbreviated Journal |
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Volume |
14 |
Issue |
4 |
Pages |
339-348 |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods; Organisational culture; Maori |
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Abstract |
This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organisational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout. |
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Call Number |
NRSNZNO @ research @ |
Serial |
887 |
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