| |
Records |
Links |
|
Author |
Vernon, R.A. |
|
| |
Title |
Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning: An evaluation research study |
Type |
|
| |
Year  |
2003 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Students; Evaluation |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ 871 |
Serial |
855 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Williams, J.L. |
|
| |
Title |
The Cummins model: An adaption to assist foreign nursing students in New Zealand |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
University of Auckland Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Students |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1114 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Pearson, J.R. |
|
| |
Title |
Health promotion in one New Zealand primary school: A case study |
Type |
|
| |
Year |
2002 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Health promotion; Evaluation; Students; Maori; Pacific peoples; Health education |
|
| |
Abstract |
The objectives of this study were to explore the concept of the 'health-promoting school' in a specific New Zealand context; to develop and use appropriate research methods to assess a single low decile school in relation to World Health Organization health-promoting school components and checkpoints; to work with the school community to identify health issues; and, to record external and internal changes that could impact on school health over a finite time period. Case study was selected as the most appropriate method to collect both quantitative and qualitative evidence with the aim of providing a clear understanding of the particular case. Results confirmed that the school was working appropriately within the scope of their educational practice to provide a health-promoting school environment for the school community. Gaps and issues identified included an element of talking past each other between the cultures of the education organisation and the nominated health service provider respectively that contributed to a lack of appropriate and accessible health service delivery for the school population. Teaching staff considered that they had insufficient access to health knowledge, and input from health service staff did not meet health education requirements for the school. Staff preference for increased school nurse involvement was not realised. The consequence was that two outside agencies (KiwiCan and Life Education Trust) delivered the bulk of the Health and Physical Education curriculum which resulted in a degree of fragmentation of health education for students. The issues that were identified demonstrated that health services in the area were not satisfactorily meeting the needs of the community and were not addressing the health inequities for the predominantly Pacific Island and Maori students and of their families that formed the school community. The researcher concluded that a full-service school approach should be considered by the school and the local district health board as one way to overcome the current lack of access to health services for the school community. Assertions included the potential integration of locally available services by a school-based nurse coordinator supported by health professionals (nurse practitioner and Pacific Island Community Health Worker) and social workers. The vision included professionals working within their professional scopes of practice as part of a Primary Health Organisation with the aim of appropriately addressing the health inequities experienced by the school population. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1184 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Horsburgh, M.; Lamdin, R.; Williamson, E. |
|
| |
Title |
Multiprofessional learning: The attitudes of medical, nursing and pharmacy students to shared learning |
Type |
Journal Article |
| |
Year |
2001 |
Publication |
Medical Education |
Abbreviated Journal |
|
|
| |
Volume |
35 |
Issue |
9 |
Pages |
876-883 |
|
| |
Keywords |
Nursing; Education; Students; Interprofessional relations |
|
| |
Abstract |
This study has sought to quantify the attitudes of first-year medical, nursing and pharmacy students' towards interprofessional learning, at course commencement. The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered to first-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely to enhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that they required the acquisition of more knowledge and skills than nursing or pharmacy students. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
719 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Haggerty, C. |
|
| |
Title |
Critical case study: Supporting the new graduate entering specialist psychiatric mental health nursing practice |
Type |
|
| |
Year |
2000 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Psychiatric Nursing; Clinical supervision; Students; Preceptorship |
|
| |
Abstract |
This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses' experiences in their first clinical placement, in order to consider ways an established entry to practice programme can better support and enhance the students' transition from student nurse to staff nurse within psychiatric mental health nursing practice. Seven current students of the programme participated in the research. This provided the researcher with a variety of challenges related to her dual role as researcher and programme coordinator. Data was collected through the use of discussion groups, with participants and researcher jointly identifying the themes that were explored. These themes related to preceptorship and support, socialisation of the new graduate and risk management. The research has provided rich data that has already, and will continue to be used to inform future developments within both the educational and clinical components of the programme. The research has also provided opportunities for personal and professional growth through the sharing of experiences, and working together to identify emancipatory action which has in turn lead to transformation. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
450 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Marshall, D.C. |
|
| |
Title |
The preceptor's role in student evaluation: An investigation |
Type |
|
| |
Year |
2000 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Preceptorship; Students; Teaching methods |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
906 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Burtenshaw, M.K. |
|
| |
Title |
Characteristics and expectations of beginning Bachelor of Nursing students |
Type |
|
| |
Year |
1999 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Students; Nursing; Education |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1269 |
|
| Permanent link to this record |
