Abstract: In New Zealand the clinically focused postgraduate papers and programmes, available through universities and polytechnics, are evaluated from an educational perspective but little evaluation of the implications for practice has been undertaken. This paper is Part One of a report on a study that sought to illuminate the impact of clinically focused postgraduate education on advancing nursing practice. Hermeneutic methodology provided a framework for analysing both the perspectives of nurses who had undergone such education and those who had directly employed and worked alongside these nurses. Emerging themes are described here. In a second article the findings will be discussed in relation to literature. Constraining factors will be identified and strategies designed to maximise the benefits of education for advancing nursing practice will be recommended.

Abstract: Using an educational action research model, a nursing lecturer based in a polytechnic and ten students formed a research group to address one issue that was important to them. The research group chose to plan, implement and evaluate a practical change strategy aimed at improving the teaching and learning relationship between students and staff nurses in clinical settings. A sample of five staff nurses working closely with five students in the group was invited to join the study in order to gain their perspectives on the issues. The findings were that contract learning provides a strategy which, under certain conditions, offers both students and staff nurses an opportunity to improve the effectiveness of their interactions.

Abstract: This article describes the development, delivery and evaluation of a pilot programme designed to help nursing and midwifery students from Asian and non-English speaking backgrounds improve their conversational skills in practice settings. Many such students, although previously assessed as competent in English, find that communication with patients and their families, and other health professionals is difficult. The study was conducted in a large tertiary educational institution in a major metropolitan centre. Each week for a period of 11 weeks students participated in an interactive session. Content for these was based on areas highlighted by a needs assessment involving interviews with both students and lecturers, and was subject to ongoing modification in response to feedback from participants. Evaluation questionnaires completed at the conclusion of the series indicated that students perceived the impact as positive. Students who attended regularly and were actively involved in the practice activities described gains in communication skills. From this it was concluded that further development of the pilot scheme was warranted in order to benefit English as an additional language (EAL) students enrolled in nursing and midwifery courses

Abstract: This research project utilised a case study approach to give ward managers a voice in the literature, by exploring and describing from their perspective the benefits and challenges of one particular nursing undergraduate clinical education model. The tertiary education provider contracts the health provider to provide Clinical Nurse Educators (CNEs) to support second and third year undergraduate nursing students during their clinical experiences. The CNEs are seconded from their respective wards to meet the organisation's contractual obligations. Data were gathered from two ward managers using semi-structured interviews. The findings elucidate the role of the undergraduate CNE, highlighting benefits such as the CNE being supernumerary to ward rosters and having time to teach, not only supervise students. CNEs are student-focused and easily accessible as they are based on site. The CNE was the one person who was 'there' for a student as a student's preceptor can change shift-by-shift and day-by-day. One significant challenge which emerged was the replacement of ward staff, not only of senior nurses who can leave their wards for up to 12 weeks to undertake the CNE role but also that of the student's preceptor if the student's preceptor was on annual, sick or study leave. Other challenges such as the inability of ward managers to pre-book casual staff; preceptor work-loads; skill-mix issues and fluctuating fulltime equivalents are also discussed.

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.

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.

Abstract: This study investigated nurse educators' conceptions of critical thinking used in making judgment related to nursing. Twelve nurse educators from a large nursing school in an urban environment in New Zealand participated in this qualitative study. A semistructured questionnaire was used to explore the nurse educators' conceptions of critical thinking. The study found that the participants viewed rational, logical thinking as a central focus of critical thinking. However, in addition to these traditional perspectives, the nurse educators also included in their conceptions views more commonly held by feminist writers. These aspects focused on attention to intuition, subjective knowing, attention to context, emotions, and caring.