| Records |
Author  |
Wilson, D.; Neville, S.J. |
| Title |
Nursing their way not our way: Working with vulnerable and marginalised populations |
Type |
Journal Article |
| Year |
2008 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
| Volume |
27 |
Issue |
2 |
Pages |
165-176 |
| Keywords |
Maori; Geriatric nursing; Nurse-patient relations |
| Abstract |
This paper uses the findings of two studies to explore the nature of nurses' practice when working with vulnerable and marginalised populations, particularly with regard to the attributes of holism and individualised care. The first study was with the elderly with delirium and used a critical gerontological methodology informed by postmodernism and Foucault's understanding of discourse. The other study with indigenous Maori women utilised Glaserian grounded theory informed by a Maori-centred methodology. The findings show that a problem focussed approach to health care is offered to patients that does not incorporate individual health experiences. In addition, the social context integral to people's lives outside of the health care environment is ignored. Consequently, the foundations of nursing practice, that of holism, is found to be merely a rhetorical construct. |
| Call Number |
NRSNZNO @ research @ 799 |
Serial |
783 |
| Permanent link to this record |
| |
|
| |
| Author |
Wilson, S.C. |
| Title |
A qualitative exploration of emotional competence and its relevance to nursing relationships |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Massey Research Online |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Nurse-patient relations; Nursing; Education; Students; Professional competence |
| Abstract |
This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices. From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing. A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required. Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1144 |
| Permanent link to this record |
