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Author  |
Lesa, R.; Dixon, D.A. |
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Title |
Physical assessment: Implications for nurse educators and nursing practice |
Type |
Journal Article |
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Year |
2007 |
Publication |
International Nursing Review |
Abbreviated Journal |
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Volume |
54 |
Issue |
2 |
Pages |
166-172 |
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Keywords |
Advanced nursing practice; Clinical assessment; Cardiovascular diseases; Nursing; Education |
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Abstract |
In New Zealand, the physical assessment of a patient has traditionally been the domain of the medical profession. Recent implementation of advanced practice roles has expanded the scope of practice and nurse practitioners may now be expected to perform physical assessments. The aim of this literature review was to discover what could be learnt from the experiences of Western countries. Nurses from the USA, Canada and Australia readily incorporate physical assessment skills into their nursing practice as a component of health assessment. The international literature identified that any change to the nurse's role in health assessment, to include physical assessment skills, requires strategies that involve the regulatory, educational and practice components of nursing. |
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Call Number |
NRSNZNO @ research @ |
Serial |
786 |
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| Permanent link to this record |
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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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| Permanent link to this record |
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Author |
Lim, A.G.; Honey, M. |
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Title |
Integrated undergraduate nursing curriculum for pharmacology |
Type |
Journal Article |
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Year |
2006 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
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Volume |
6 |
Issue |
3 |
Pages |
163-168 |
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Keywords |
Pharmacology; Curriculum; Nursing; Education |
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Abstract |
This article presents an integrated approach to pharmacology education for nurses aligned with constructivist learning theory, as taught at the School of Nursing, University of Auckland. The weaving of pharmacology through the three-year undergraduate curriculum is described, showing the development of a pharmacology curricula thread. The significance of supporting curricula content in areas such as communication skills, law and ethics, as well as sound biological science and physiology knowledge are highlighted. |
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Call Number |
NRSNZNO @ research @ |
Serial |
707 |
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| Permanent link to this record |
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Author |
Lim, A.G.; Honey, M.; Kilpatrick, J. |
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Title |
Framework for teaching pharmacology to prepare graduate nurse for prescribing in New Zealand |
Type |
Journal Article |
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Year |
2007 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
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Volume |
7 |
Issue |
5 |
Pages |
348-353 |
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Keywords |
Prescribing; Nursing; Education; Pharmacology |
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Abstract |
The educational framework used to teach pharmacology to nurses by one university in New Zealand is presented, along with early findings on the effectiveness of this approach. Nurse prescribing is relatively new in New Zealand and is related to the expanding roles and opportunities for nurses in health care. Opposition to nurse prescribing in New Zealand has been marked and often this has been linked to concerns over patient safety with the implication that nurses could not be adequately prepared for safe prescribing. |
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Call Number |
NRSNZNO @ research @ |
Serial |
700 |
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| Permanent link to this record |
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Author |
Lim, Anecita Gigi; North, Nicola; Shaw, John |
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Title |
Nurse prescribing : the New Zealand context |
Type |
Journal Article |
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Year |
2014 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
30 |
Issue |
2 |
Pages |
18-27 |
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Keywords |
Nurse prescribing; Authorised prescribing; Nurse practitioner; Patient safety; Prescribing education |
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Abstract |
Examines the introduction of nurse prescribing in NZ with respect to the level of knowledge and skills required of practitioners for safe prescribing. Compares experiences in NZ with those in the US, UK, and Canada. Critiques the higher educational model as the standard for preparation to prescribe, while supporting alternative models for extending prescribing rights. |
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Call Number |
NZNO @ research @ |
Serial |
1493 |
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| Permanent link to this record |
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Author |
Lim, Anecita; Honey, Michelle; North, Nicola; Shaw, John |
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Title |
Learning to become a nurse prescriber in New Zealand using a constructivist approach: a narrative case study |
Type |
Journal Article |
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Year |
2015 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
31 |
Issue |
3 |
Pages |
27-36 |
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Keywords |
Nurse prescribing; Constructivism; Narrative case study; Narrative inquiry; Prescribing education |
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Abstract |
Aims to understand the experiences of postgraduate nurses learning to become nurse practitioner prescribers when undertaking courses that employed a constructivist pedagogical approach. Uses narrative inquiry to explore the perceptions, views and experiences of 10 prospective nurse prescribers, and thematic analysis to identify two main themes of their experiences. |
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Call Number |
NZNO @ research @ |
Serial |
1512 |
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| Permanent link to this record |
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Author |
Litchfield, M. |
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Title |
Nursing education: Direction with purpose |
Type |
Journal Article |
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Year |
1991 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
84 |
Issue |
7 |
Pages |
22-24 |
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Keywords |
Nursing education |
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Abstract |
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Call Number |
NZNO @ research @ |
Serial |
1316 |
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| Permanent link to this record |
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Author |
Litchfield, M. |
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Title |
Knowledge embedded in practice |
Type |
Journal Article |
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Year |
1989 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
82 |
Issue |
10 |
Pages |
24-25 |
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Keywords |
Nursing research; diagnosis; Education; Nursing philosophy |
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Abstract |
A statement of the nature of research needed to distinguish the knowledge of nursing practice from knowledge developed by other disciplines. It orients to the interrelationship of practice and research as the foundation of the discipline of nursing. |
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Call Number |
NZNO @ research @ |
Serial |
1315 |
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| Permanent link to this record |
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Author |
Logan, C.M. |
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Title |
Anaesthetic nursing: Focusing perioperative practice on the patient |
Type |
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Year |
2000 |
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 |
Nursing specialties; Advanced nursing practice; Nurse-patient relations; Nursing; Education |
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Abstract |
The purpose of this literature review is to generate a picture of what is known and what needs to be investigated further about anaesthetic nursing in the perioperative nursing role in New Zealand, and to examine this in relation to international trends. Nurse anaesthetists in the United States are described in American nursing literature, and recognised as one of the four advanced nurse practitioner roles. In New Zealand, recent efforts to provide appropriate post-graduate education for the perioperative nurse have been challenged by other inter-professional interests, thus restricting the development of an expanded role. The author notes that this has caused concern for New Zealand's perioperative nurses who consider anaesthetic nursing is an integral part of perioperative practice. Anaesthetic nursing forms a substantial component of the basic competencies required of a registered nurse working in the operating theatres. Orientation programmes and ongoing education at all levels of professional development incorporate anaesthetic nursing competencies to provide continuity of patient care and support perioperative practice. Care of the patient undergoing anaesthesia is an area where nurses demonstrate their advanced assessment skills and clinical judgement and is included in perioperative specialist or nurse practitioner job descriptions. The Perioperative Nurses Association in New Zealand is concerned to develop postgraduate education in their area of speciality to support their application for 'College' status within the New Zealand Nurses Organisation. For this to happen in a cogent fashion, information and knowledge generated from research, are required to clarify perioperative nursing's current position and determine how practice can be shaped to best care for patients undergoing surgical interventions. Evidence from research supports nurses in the anaesthetic role by demonstrating that the preoperative visits and assessments they undertake can reduce patients' anxieties, decrease the need for pain relief and shorten hospital stays. This review includes literature sources that explore disparities between the development of New Zealand anaesthetic nursing and international models. The author suggests that information and understanding gained from conducting this review will allow future developments in anaesthetic nursing practice to be informed by previous initiatives and projects and identifies areas for further research. |
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Call Number |
NRSNZNO @ research @ |
Serial |
790 |
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| Permanent link to this record |
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Author |
Love, E. |
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Title |
Towards the best of both worlds: Developing a partnership between education and practice to improve clinical practicum experience and learning outcomes for undergraduate nursing students |
Type |
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Year |
2000 |
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 |
Nursing; Education; Teaching methods |
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Abstract |
One proposed method for addressing concerns about a `theory-practice gap' in nurse education and perceived clinical shortcomings in beginning practitioners, is improved collaboration between education and practice. This paper is about a New Zealand nursing initiative to promote optimal learning outcomes for nursing students through supported hospital clinical experiences. It is implemented through a contractual partnership between Lakeland Health Limited in Rotorua, and Waiariki Institute of Technology. An associated “Clinical Nurse Educator Programme”, developed by lecturers at Waiariki's nursing school, prepares hospital nurses to be Clinical Nurse Educators. These “C.N.Es” replace and enhance the clinical role formerly provided by nursing lecturers, and short term contracted nurses. The programme is entering its fourth year with positive evaluations, and has extended into another hospital. Literature suggests that although educators are important, students may consider hospital nurses much more significant for their clinical learning and developing confidence 'in the real world'. These nurses are on hand, and generally have clinical credibility not afforded to academic staff. However, ward nurses, like contracted nurse teachers, have reported not having enough curriculum knowledge, nor teaching skills to optimise student learning. This C.N.E programme addresses these shortcomings through its selection of experienced nurses in current practice, and 50 hours of theoretical and practical course content, to prepare them for the role. This paper provides a clinical and personal perspective of the C.N.E programme, its beginnings, how it works locally, and process for its ongoing development. Not only does this programme provide a bridge between theory and practice for students during their clinical practicum placements, but communication, consultation and collaboration between education, practice and the workplace have also improved. Nurses in both sectors are confident that through the developing partnerships, students and future practice will benefit from the aim to provide students with 'the best of both worlds'. |
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Call Number |
NRSNZNO @ research @ |
Serial |
897 |
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| Permanent link to this record |
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Author |
Macdiarmid, Rachel; Neville, Stephen; Zambas, Shelaine |
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Title |
The experience of facilitating debriefing after simulation: a qualitative study |
Type |
Journal Article |
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Year |
2020 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
36 |
Issue |
3 |
Pages |
51-60 |
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Keywords |
Debriefing; Simulation education; Health professionals |
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Abstract |
Aims to understand the experience of debriefing following a simulated episode in a tertiary health-care setting. Interviews 10 participants (nurses, doctors and a midwife) about facilitation of the debriefing process, confirming the role of the facilitator in debriefing. |
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Call Number |
NZNO @ research @ |
Serial |
1682 |
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| Permanent link to this record |
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Author |
MacDonald, R. |
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Title |
Mammography screening for breast cancer: Does it reduce the mortality rate? |
Type |
Journal Article |
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Year |
2005 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
Available online from Eastern Institute of Technology |
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Volume |
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Issue |
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Pages |
8-12 |
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Keywords |
Breast cancer; Screening; Risk management; Health education; Cancer |
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Abstract |
This paper critically examines the literature on mammography as a breast cancer screening modality. It looks at what the New Zealand consumer is being told about the scientific uncertainties about the effectiveness of mammography and the substantial risks involved with it. This literature review raises concerns about the lack of information available for healthy women to make a fully informed decision about mammography screening. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1304 |
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| Permanent link to this record |
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Author |
Mackay, B. |
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Title |
Using SMS mobile technology to M-Support nursing students in clinical placements |
Type |
Conference Article |
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Year |
2007 |
Publication |
NorthTec Nursing & Health Conference Papers |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
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Volume |
Paper presented at eFest Conference 27th-29th Sept |
Issue |
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Pages |
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Keywords |
Technology; Nursing; Education |
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Abstract |
M-Learning compliments and supports E-Learning and incorporates technologies such as the use of mobile phones, PDAs and pod casting. A sub function of M-Learning is M-Support which is the provision of support for the mobile student. This paper describes a pilot project using short message service – mobile technology -to M-support nursing students in primary health care clinical placements. Forty one students took part in a mixed methods study to assess the project against a pre determined set of criteria. The results indicated that students did feel supported by the messages, cost was not prohibitive, flexibility in communication was appreciated, and the acceptance was high. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1218 |
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| Permanent link to this record |
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Author |
Mackay, Bev (and others) |
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Title |
Utilising the hand model to promote a culturally-safe environment for international nursing students |
Type |
Journal Article |
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Year |
2011 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
27 |
Issue |
1 |
Pages |
13-24 |
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Keywords |
Cultural safety; Nursing education; International students; Hand model |
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Abstract |
Backgrounds and describes the Hand Model, developed by a nurse teacher to assist her in teaching cultural safety, and suggests its potential to provide a framework for creating a culturally-safe environment for international students in NZ, including those aspects of cultural safety specific to NZ. |
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Call Number |
NZNO @ research @ |
Serial |
1461 |
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| Permanent link to this record |
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Author |
Manning, E. |
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Title |
Work-role transition: From staff nurse to clinical nurse educator |
Type |
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Year |
2006 |
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; Teaching methods |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
732 |
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| Permanent link to this record |
