| |
Records |
Links  |
|
Author |
Gallagher, P. |
|
| |
Title |
An evaluation of a standards based portfolio [Corrected and republished article printed in NURSE EDUC TODAY 2001 Apr; 21(3): 197-200] |
Type |
Journal Article |
| |
Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
20 |
Issue |
3 |
Pages |
218-226 |
|
| |
Keywords |
Nursing; Education; Teaching methods; Evaluation |
|
| |
Abstract |
This study is an evaluation of student perceptions of a standards based portfolio, which is a is a series of student work that seeks to address pre-determined learning outcomes. Of interest to the study was the relationship between theory and practice, the availability of resources to complete the assignment and the contribution the portfolio made to the process of learning. For a particular unit of learning, 'Nursing Business', second year undergraduate students in the Bachelor of Nursing programme were required to complete a portfolio. The assessment directed the students to meet specific criteria which in turn reflected the learning outcomes. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
653 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Walker, J.; Bailey, S.; Brasell-Brian, R.; Gould, S. |
|
| |
Title |
Evaluating a problem based learning course: An action research study |
Type |
Journal Article |
| |
Year |
2001 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
|
| |
Volume |
10 |
Issue |
1/2 |
Pages |
30-38 |
|
| |
Keywords |
Nursing; Education; Teaching methods |
|
| |
Abstract |
The purpose of this study was to evaluate how the New Zealand style of problem based learning was developing students' understanding and integration of knowledge. The 'pure' problem based learning process has been adapted to move students gradually from teacher direction to taking responsibility for their learning. Two cycles of an action research method were used, involving 4 lecturers and 17 students. Data was collected both quantitatively and qualitatively over a 16-week period. Findings indicated the importance of: explaining the purpose and process of problem based learning; communicating in detail the role of both students and lecturers; keeping communication lines open; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
695 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M. |
|
| |
Title |
Flexible learning for postgraduate nurses: A basis for planning |
Type |
Journal Article |
| |
Year |
2004 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
24 |
Issue |
4 |
Pages |
319-325 |
|
| |
Keywords |
Nursing; Education; Technology; Teaching methods |
|
| |
Abstract |
This paper describes a survey undertaken with postgraduate nursing students in a university-based school of nursing in 2002 to establish their access to and use of computers and information technology for study. Whilst there was minimal flexibility and use of technology to support student learning for postgraduate nurses in the school, the university proposed increasing flexibility across all courses. This is in part a response to the increased internationalisation of education and developments in technology affecting programme design, delivery and support that can benefit teachers and students. The author notes that the findings of this survey form a basis for planning the introduction of flexible learning. Results indicated that not all students have convenient access to technology for study purposes, nor are they at the same level in terms of using technology. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
699 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M.; North, N.; Gunn, C. |
|
| |
Title |
Improving library services for graduate nurse students in New Zealand |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Health Information & Libraries Journal |
Abbreviated Journal |
|
|
| |
Volume |
23 |
Issue |
2 |
Pages |
102-109 |
|
| |
Keywords |
Nursing; Education; Evidence-based medicine; Teaching methods |
|
| |
Abstract |
This paper describes a collaboration between library staff and nurse educators, where information literacy skills are strengthened and embedded in the curriculum. A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. It was found that the university library services were not used by 43% of graduate nursing students . The library staff responded by developing a number of initiatives which aimed to improve awareness of services, access and provide education in a bid to improve literacy skills. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
708 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Friedel, J.; Treagust, D.F. |
|
| |
Title |
Learning bioscience in nursing education: Perceptions of the intended and the prescribed curriculum |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Learning in Health & Social Care |
Abbreviated Journal |
|
|
| |
Volume |
4 |
Issue |
4 |
Pages |
203-216 |
|
| |
Keywords |
Nursing; Education; Teaching methods |
|
| |
Abstract |
This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
713 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Manning, E. |
|
| |
Title |
Work-role transition: From staff nurse to clinical nurse educator |
Type |
|
| |
Year |
2006 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Teaching methods |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
732 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Manning, J. |
|
| |
Title |
Formative assessment: Using feedback to enhance learning |
Type |
Book Chapter |
| |
Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 47-65) |
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Evaluation; Teaching methods; Nursing; Education |
|
| |
Abstract |
This paper explores the literature surrounding the development, definition, process and value of formative feedback. In particular, this review considers how formative assessment can be used by a clinical educator in the practice setting. At the end of the chapter, discussion questions are provided by Rebecca Hennephof. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
766 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Latta, L. |
|
| |
Title |
Reflective storytelling to enhance learning from practice experience |
Type |
Book Chapter |
| |
Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp.67-82). |
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Terminal care; Palliative care; Teaching methods; Nursing |
|
| |
Abstract |
The author looks at the value of using reflective storytelling as a teaching/learning tool in the hospice setting and examines constructs that provide a theoretical underpinning. She also outlines processes that support the implementation of storytelling practice and the creation of a safe space for storytelling. At the end of the chapter, discussion questions are provided by Janice McDrury. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
767 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M.; Waterworth, S.; Baker, H.; Lenzie-Smith, K. |
|
| |
Title |
Reflection in the disability education of undergraduate nurses: An effective learning tool? |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
|
| |
Volume |
15 |
Issue |
11 |
Pages |
449-453 |
|
| |
Keywords |
Nursing; Education; People with disabilities; Teaching methods; Evaluation |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
839 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kent, B.; Fineout-Overholt, E.; Wimpenny, P. |
|
| |
Title |
Teaching EBP: Part 2 – making sense of clinical practice guidelines |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Worldviews on Evidence-Based Nursing |
Abbreviated Journal |
|
|
| |
Volume |
4 |
Issue |
3 |
Pages |
164-169 |
|
| |
Keywords |
Evidence-based medicine; Teaching methods; Guidelines |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
845 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Clayton, J.R. |
|
| |
Title |
The recovery of hope: A personal journey through paradigms toward emancipatory practice |
Type |
|
| |
Year |
2004 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Psychiatric Nursing; Mental health; Teaching methods; Nursing philosophy |
|
| |
Abstract |
This study traces the author's transition from being a mental health nurse to becoming a facilitator of an education programme, the Health and Wellbeing course, for those in recovery from mental illnesses. Within this transition, she describes a journey from disease-focused paradigms toward emancipatory paradigms, evidenced by her application of the recovery approach to her teaching. The 'recovery approach' proposed by the Mental Health Commission in November 1998, and other models of health, are explored using the methodology of descriptive/interpretive philosophical inquiry, autobiographical narrative and a dialectical research design. The author draws from the philosophies of phenomenology and existentialism to present excerpts from her journals, exemplars, poetry and artwork which illuminate epiphanies occurring as she integrates health paradigms in the design of the Health and Wellbeing course. Within this process the recovery approach is revealed as being consistent with the teaching principles of the Health and Wellbeing course. The author goes on to say that the dialectical research design reveals paradoxes and transformations in nursing, medical, psychological, and humanistic paradigms within the New Zealand socio-political context from the 1970s to 2003. The way these are integrated into her practice as an educator, becomes evident in the dialectical research cycles of being, thinking, developing a project, the encounter of teaching, making sense and communication. These cycles reveal her being in the roles of nurse and educator and the thinking through of paradigms that lead to the design and philosophy of a Health and Wellbeing course, the encounter of teaching, and the communication of insights gained. The author's main objective is to show the importance of nurses and educators developing a reflective consciousness when working with sufferers of mental illness. This reflective consciousness involves three levels: The primary level, or raw experience; the social level, or our socio-political contexts and social values, and, the realised level, insights gained about knowledge and experience. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
854 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Shelah, G.E. |
|
| |
Title |
Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
University of Auckland Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Teaching methods; Nursing; Education |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
856 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Laracy, K. |
|
| |
Title |
Exploration of the self: The journey of one pakeha cultural safety nurse educator |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Cultural safety; Teaching methods; Nursing; Education; Professional development; Transcultural nursing; Maori; Identity |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
864 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
|
| |
Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue |
2 |
Pages |
201-224 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
883 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Richardson, F.I.; Carryer, J.B. |
|
| |
Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
|
| |
Volume |
44 |
Issue |
5 |
Pages |
201-208 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
885 |
|
| Permanent link to this record |
