| Records |
| Author |
Kidd, J.D. |
| Title |
Aroha mai: Nurses, nursing and mental illness |
Type |
|
Year  |
2008 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
Mental health; Nursing; Culture |
| Abstract |
This research takes an autoethnographical approach to exploring the connections between being a nurse, doing nursing work, and experiencing a mental illness. Data is comprised of autoethnographical stories from 18 nurses. Drawing on Lyotard's (1988) postmodern philosophy of 'regimes of phrases' and 'genres of discourse,' the nurses' stories yielded three motifs: Nursing, Tangata Whaiora (people seeking wellness) and Bullying. Interpretation of the motifs was undertaken by identifying and exploring connected or dissenting aspects within and between the motifs. |
| Call Number |
NRSNZNO @ research @ 478 |
Serial |
465 |
| Permanent link to this record |
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| Author |
Desmond, N. |
| Title |
Aspects of nursing in the general practice setting and the impact on immunisation coverage |
Type |
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| Year |
2007 |
Publication |
|
Abbreviated Journal |
University of Auckland Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Nurse-family relations; Immunisation; Primary health care; Nursing |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 510 |
Serial |
496 |
| Permanent link to this record |
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| Author |
Prebble, K. |
| Title |
Ordinary men and uncommon women: A history of psychiatric nursing in New Zealand public mental hospitals, 1939-1972 |
Type |
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| Year |
2007 |
Publication |
|
Abbreviated Journal |
University of Auckland Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Psychiatric Nursing; Mental health; History; Gender |
| Abstract |
This social-cultural history explores the changing context, culture, and identity of psychiatric nurses working in New Zealand public mental hospitals between 1939 and 1972. Primary documentary sources and oral history interviews provided the data for analysis. The thesis is divided into two periods: 1939 to 1959 when asylum-type conditions shaped the culture of the institutional workforce, and 1960 to 1972 when mental health reform and nursing professionalisation challenged the isolation and distinct identity of mental hospital nurses. Between 1939 and 1959 the introduction of somatic treatments did not substantially change nursing practice in mental hospitals. Overcrowding, understaffing and poor resources necessitated the continuance of custodial care. The asylum-type institutions were dependent on a male attendant workforce to ensure the safety of disturbed male patients, and the maintenance of hospital farms, gardens, and buildings. Although female nurses provided all the care and domestic work on the female side, the belief that psychiatric nursing was physically demanding, potentially dangerous, and morally questionable, characterised the work as generally unsuitable for women. Introduction of psychiatric nursing registration which was a move toward professionalisation did little to change the dominance of a male, working-class culture. From 1960 to 1972 psychiatric nurses' identity was contested. New therapeutic roles created the possibility of the nurses becoming health professionals. Their economic security and occupational power, however, was tied to an identity as unionised, male workers. As psychiatric nurses were drawn closer to the female-dominated nursing profession through health service changes and nursing education reform, both men and women acted to protect both their working conditions and their patients' welfare. To achieve these ends, they employed working-class means of industrial action. By accepting the notion that psychiatric nurses' identity was socially constructed, this thesis provides an interpretation that goes beyond the assumption that nursing is a woman's profession. Instead, it presents psychiatric nursing as a changing phenomenon shaped by contested discourses of gender, class and professionalisation. Nursing in public mental hospitals attracted ordinary men and uncommon women whose collective identity was forged from the experience of working in a stigmatised role. |
| Call Number |
NRSNZNO @ research @ 763 |
Serial |
749 |
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| Author |
Grainger, J. |
| Title |
Mind shift: Creating change through narrative learning cycles: A qualitative interpretive study of clinical conversation as an appraisal process for sexual and reproductive health nurses |
Type |
|
| Year |
2007 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Sexual and reproductive health; Nursing; Professional development |
| Abstract |
This thesis explores the process of an annual appraisal strategy, 'clinical conversation', from the perspective of seven nurses who were assessed using this technique. The findings demonstrate that clinical conversation is a strategy which facilitates reflection, both as a solitary exercise and with others, to ensure that learning from experience is optimised. The research used a qualitative interpretive approach informed by the model of Grounded Theory espoused by Strauss and Corbin. All eight nurses who were assessed using the clinical conversation strategy were advanced practitioners working within the scope of sexual and reproductive health. Two of the actual appraisals were observed and seven of the nurses were interviewed within eight weeks of being assessed. The outcome of the clinical conversation was primarily one of learning; the acquisition of new insights into self as practitioner. The learning was facilitated through the process of narration; telling the story of clinical practice. Three distinct narrative cycles were identified, each an experiential learning episode. The experience of undertaking a variety of assessment activities created a narrative with self and triggered an internal reflective thinking process; the experience of working with a peer created an additional narrative, a mutual dialogue reflecting back on practice; the experience of sharing practice with an assessor created a further and final narrative, a learning conversation. Each narrative can be seen as a catalyst for change. Primarily, the nurses felt differently about themselves in practice, the way they saw themselves had shifted. Such a change can be described as an alteration in perspective. These alterations in perspective led all nurses to identify ways in which they would change their actual clinical practice. In this way the nurses attempted to align their espoused beliefs about practice with their actual practice. The author notes that the study shows that each nurse responded differently to each narrative learning cycle: for some the conversation with the assessor was more of a catalyst for change than for others. In this way clinical conversation may be flexible enough to respond to a variety of differing learning styles. Learning was person specific which is an imperative for the continued professional development of already highly skilled clinicians. The implication of the research is that whilst clinical conversation was designed as a tool for appraising clinical competence, its intrinsic value lies in supporting the professional development of nurses. |
| Call Number |
NRSNZNO @ research @ 833 |
Serial |
817 |
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| Author |
Whitehead, N. |
| Title |
Quality and staffing: Is there a relationship in aged residential care |
Type |
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| Year |
2007 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Rest homes; Patient safety; Older people; Nursing specialties |
| Abstract |
This thesis reports a mixed methods study, longitudinal in nature, of consenting Age Related Residential Care (ARRC) hospitals in the upper half of the North Island, which was conducted to examine several factors, including AARC hospital efficiency at producing adverse event free days for residents. An interpretativist approach examined what best practice strategies were implemented by the ARRC hospitals that were identified to be most successful at producing adverse event free days for the residents. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1159 |
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| Author |
Hetaraka, B. |
| Title |
A study of nurses working in a community development model |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
Community health nursing; Health promotion; Nursing |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 486 |
Serial |
472 |
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| Author |
Fielding, S. |
| Title |
Learning to do, learning to be: The transition to competence in critical care nursing |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
Intensive care nursing; Preceptorship; Nursing specialties |
| Abstract |
Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: “How do nurses learn critical care nursing?” The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. This study found that nurses focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area. This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues that influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner. |
| Call Number |
NRSNZNO @ research @ |
Serial |
509 |
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| Author |
Isaac, D. |
| Title |
Passionate dedication: A qualitative descriptive study of nurses' and hospital play specialists' experiences on a children's burn ward |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Children; Nursing specialties; Mentoring; Job satisfaction |
| Abstract |
A qualitative descriptive approach was undertaken to explore the experience of eight registered nurses and two hospital play specialists who care for children hospitalised with burn injuries. The research participants were recruited from a paediatric ward that offers centralised specialty care to children with burns. Emerging out of the data was the over-arching theme of 'passionate dedication' that shows the nurses and hospital play specialists genuine compassion and commitment to meet the needs of the children with burns. The findings of the study reveal that the participant's dedication is shaped and determined by a dynamic process that involves having professional integrity and in-depth knowledge of caring for children and burn management. The nurses and the hospital play specialists have a common understanding of what their role entails and the skills required to provide quality care and support to the children and the children's family. On a personal and professional level the participants encounter several challenges in this care context that are physically and emotionally overwhelming. Despite becoming overwhelmed the participants are revealed as being resourceful and resilient in their aptitude to find ways that enable them to cope and get through. The author suggests that this study supports international literature that suggests that caring for children with burns is equally rewarding, as much as it is physically and emotionally demanding. The author identifies that the implication in this study for the organisation is to seriously consider issues regarding productivity and efficiency of the workforce with acknowledgement that nurses and hospital play specialists cannot do this emotional work without effective systems of support in place. |
| Call Number |
NRSNZNO @ research @ 577 |
Serial |
563 |
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| Author |
Weidenbohm, K. |
| Title |
Pioneering rural nursing practice: An impact evaluation of a preventive home visiting service for older people |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Community health nursing; Rural health services; Older people; Home care; Preventive health services |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 579 |
Serial |
565 |
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| Author |
Dewes, C.A. |
| Title |
Perceptions and expectations of a kaiawhina role |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Maori; Students; Nursing |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 692 |
Serial |
678 |
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| Author |
Robinson, T. |
| Title |
Advancing nursing practice and deep vein thrombosis prevention |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Cardiovascular diseases; Nursing; Prevention |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 477 |
Serial |
464 |
| Permanent link to this record |
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| Author |
Harding, T.S. |
| Title |
Constructing the “other”: On being a man and a nurse |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Gender; Male nurses; Careers in nursing |
| Abstract |
This study explores the experiences of men who are nurses in Aotearoa New Zealand. Utilising discourse analysis a social constructionist reading of men, masculinity and nursing is provided to offer an alternative reading to much of the extant literature with respect to men in nursing. The study draws upon a number of different sources of “text”, including over 600 written works, two films and interviews with eighteen men who currently are, have been or are intending to be, nurses. Drawing primarily upon the “literary” textual sources a number of themes were identified for further exploration in interview with the co-researchers. These themes were the construction of masculinity, the construction of images of the nurse, the reaction to men who are nurses, sexuality issues, career development, and men and caring. The findings of this thesis reveal that the literature pertaining to men in nursing is replete with paradox and contradiction and fails to adequately account for the male experience. It is argued that the images and arguments provided in the literature with respect to men in nursing are based on out-of-date models and understandings of gender relations, masculinity and nursing. It is suggested that rather than enjoying patriarchal privilege, men who enter nursing must contend with being constructed as both an inferior man and inferior nurse. Their careers are not, as is alleged in the literature, based on developing “islands of masculinity” and male privilege, nor upon the avoidance of the emotional labour of nursing but reflect a belief that career is one way of doing care. It is argued in this work that men in nursing have fewer “taken-as-givens” upon which to base work and that they work to develop trusting relationships with their patients that are based on communication and empathy within a context defined by the patients' circumstances. |
| Call Number |
NRSNZNO @ research @ 595 |
Serial |
581 |
| Permanent link to this record |
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| Author |
Mearns, G. |
| Title |
Developing autonomous ownership: A grounded theory study of how registered nurses working in aged care are advancing their nursing practice |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nurse practitioners; Geriatric nursing; Older people; Registered nurses |
| Abstract |
The introduction of nurse practitioner registration into New Zealand in 2001 was heralded as a move that would open up a wealth of opportunities for registered nurses to extend their practice into more independent roles and to provide a client-centred health service. It was also seen as a way to retain experienced registered nurses in the clinical practice area by providing a credible clinical career pathway. If nurse practitioner's are to meet these expectations, then, the author suggests, it is important to understand the processes that encourage or discourage nurses from advancing their practice. One of the early scopes of practice to be introduced was nurse practitioner with an endorsement in aged care scope of practice. Grounded theory was the method used to generate an explanation of how registered nurses working in aged care were preparing for the introduction of nurse practitioner roles. An analysis of early data highlighted codes around registered nurses in aged care extending and advancing their practice rather than preparing specifically for the nurse practitioner role. The research question for this study was: 'How are registered nurses in aged care advancing their nursing practice?' Semi-structured interviews were used to collect data from ten experienced registered nurses working in aged care clinical practice settings ranging from secondary hospital facilities, to community settings and residential care villages. Dimensional analysis of the data eventually generated three major conceptual categories: 'ownership of nursing', 'extending practice', and 'moving out of a comfort zone'. Of these, 'ownership of nursing' was identified as the core construct that linked the other categories together. The substantive theory that explains how registered nurses in aged care advance their clinical practice is 'developing autonomous ownership'. Nurses who develop autonomous ownership of nursing are more likely than other nurses to move out of a current comfort zone and advance their practice into more independent roles that suit their autonomous ownership of nursing. This study identified important contextual factors and conditions that support the development of an autonomous ownership of nursing and that subsequently facilitate advancing nursing practice. These include creating supportive environments, organisational commitment to advanced nursing practice roles, visible nursing leadership, congruence between organisational and nursing philosophies, interdisciplinary collaboration and participating in postgraduate education. The author suggests that the significance of this study is that it generated a theory about the processes that encourage or discourage nurses from preparing for, and progressing into, advanced nursing practice roles such as nurse practitioner. |
| Call Number |
NRSNZNO @ research @ |
Serial |
585 |
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| Author |
Vandergoot, A. |
| Title |
From ward nurse to proficient critical care nurse: A narrative inquiry study |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
Akoranga Theses Collection, Auckland University of Technology |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing specialties |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 602 |
Serial |
588 |
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| Author |
Sheridan, N.F. |
| Title |
Mapping a new future: Primary health care nursing in New Zealand |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
|
Issue |
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Pages |
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| Keywords |
Primary health care; Chronic diseases; Community health nursing; Nursing models |
| Abstract |
The aim of the study was to determine the practice of nurses employed in integrated care projects in New Zealand from late 1999 to early 2001. Integrated care was a major health reform strategy that emphasised primary health care as a means to improve service provision between the health sectors. An investigation of nurses' practice sought to determine the extent to which primary health care principles had been adopted in practice, as a comprehensive primary health care approach has been advocated globally in the management of chronic conditions; the leading cause of disability throughout the world and the most expensive problems faced by health care systems. The philosophical basis of the research was postpositivism. The study employed a quantitative non-experimental survey design because it allowed numeric descriptions of the characteristics of integrated care projects to be gained for the purpose of identifying nurses' practice. The unit of inquiry was the integrated care project, and 80 comprised the study population. Data were obtained on projects from expert informants (n=27) by telephone survey using a structured interview questionnaire developed by the researcher. Data obtained from interviews were statistically analysed in two stages. First, data were produced to comprehensively describe the characteristics of integrated care projects and nurses practice. The 'Public health interventions model' was used as a framework to analyses the interventions (activities) and levels of population-based practice of nurses. Following this, the social values embedded in nurses' practice were determined using 'Beattie's model of health promotion' as a framework for analysis. A strong association was found between nurses' practice in projects and strategies used in integrated care, such as information sharing, guideline development and promotion, and case management, and projects with an ethnic focus, low income focus, chronic condition focus, and well-health focus. Whilst nurses undertook interventions most frequently at the individual practice level they were also strongly associated with the small proportion of interventions that were undertaken at the community level. The majority of interventions by nurses reflected the health promotion value of health persuasion, indicating a paternalist and individual-oriented philosophy. Nurses were engaged in two interventions that indicated a collective-oriented philosophy – coalition building and community development, the latter reflecting health promotion values of negotiation, partnership and empowerment. The study demonstrated that nurses' practice in projects was predominantly centred on individual-focused population-based practice suggesting the need for a framework to assist nurses to transition their practice to include more activity at the community and systems levels. Without a reorientation of practice, nurses will remain limited in their ability to achieve health gains for populations. In response to this conclusion, and drawing on research results and reviewed literature, a new model, The 'Primary Health Care interventions model' was constructed. Recommendations include advocacy for the acceptance of the model by the health funder, professional nursing bodies, health organisations, educational institutions, nurses, communities, and individuals. |
| Call Number |
NRSNZNO @ research @ 679 |
Serial |
665 |
| Permanent link to this record |
