| |
Records |
Links |
|
Author |
Kirkham, S.; Smye, V.; Tang, S.; Anderson, J.; Blue, C.; Browne, A.; Coles, R.; Dyck, I.; Henderson, A.; Lynam, M.J.; Perry, J.(see also C.); Semeniuk, P.; Shapera, L. |
|
| |
Title |
Rethinking cultural safety while waiting to do fieldwork: Methodological implications for nursing research |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Research in Nursing & Health |
Abbreviated Journal |
|
|
| |
Volume |
25 |
Issue |
3 |
Pages  |
222-232 |
|
| |
Keywords |
Cultural safety; Hospitals; Health behaviour; Culture; Nursing research |
|
| |
Abstract |
The authors trace a series of theoretical explorations, centered on the concept of cultural safety, with corresponding methodological implications, engaged in during preparation for an intensive period of fieldwork to study the hospitalisation and help-seeking experiences of diverse ethnocultural populations. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1078 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Roberts, Jennifer |
|
| |
Title |
An investigation into the preparedness for and experiences in working with Maori nursing students among New Zealand tertiary institutes, schools and nurse educators |
Type |
Book Whole |
| |
Year |
2020 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
222 p. |
|
| |
Keywords |
Maori students; Nursing students; Nursing education; Nurse educators; Te Ao Maori; Cultural safety |
|
| |
Abstract |
Performs an explanatory sequential mixed-methods study comprising a questionnaire followed by interviews, to understand the experiences and preparedness of nurse educators in working with Maori nursing students. Demonstrates that throughout NZ, nursing schools and the educational institutes in which they are situated are informed by a range of strategies aimed at supporting Maori learners. Finds from interviews that environments encompassing te ao Maori (the Maori world) and staff practises that aligned with this were enabling for Maori nursing students. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1758 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Poffley, Cara |
|
| |
Title |
Everything matters: Exposing the complexity of stakeholder collaboration in clinical education for undergraduate nursing students |
Type |
Book Whole |
| |
Year |
2022 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
221 p. |
|
| |
Keywords |
Nursing education; Acute care; Clinical competence; Clinical supervision; Surveys |
|
| |
Abstract |
Explores the complexity of values and beliefs along with contextual factors that enable and constrain stakeholder collaboration between student nurses, registered nurses in clinical practice, and academic clinical educators. Gathers data through focus groups and individual interviews to identify how and when collaboration among the stakeholders occurs. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1840 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Gallagher, P. |
|
| |
Title |
An evaluation of a standards based portfolio [Corrected and republished article printed in NURSE EDUC TODAY 2001 Apr; 21(3): 197-200] |
Type |
Journal Article |
| |
Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
20 |
Issue |
3 |
Pages |
218-226 |
|
| |
Keywords |
Nursing; Education; Teaching methods; Evaluation |
|
| |
Abstract |
This study is an evaluation of student perceptions of a standards based portfolio, which is a is a series of student work that seeks to address pre-determined learning outcomes. Of interest to the study was the relationship between theory and practice, the availability of resources to complete the assignment and the contribution the portfolio made to the process of learning. For a particular unit of learning, 'Nursing Business', second year undergraduate students in the Bachelor of Nursing programme were required to complete a portfolio. The assessment directed the students to meet specific criteria which in turn reflected the learning outcomes. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
653 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kaviani, N.; Stillwell, Y. |
|
| |
Title |
An evaluative study of clinical preceptorship |
Type |
Journal Article |
| |
Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
20 |
Issue |
3 |
Pages |
218-226 |
|
| |
Keywords |
Preceptorship; Nursing; Education; Evaluation research |
|
| |
Abstract |
A preceptorship programme of 100 hours duration was developed and delivered by a nurse education institute, in consultation with a health care organisation. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. Using focus groups, participants were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
654 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Farrow, T. |
|
| |
Title |
Owning their expertise: Why nurses use 'no suicide contracts' rather than their own assessments |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
International Journal of Mental Health Nursing |
Abbreviated Journal |
|
|
| |
Volume |
11 |
Issue |
4 |
Pages |
214-219 |
|
| |
Keywords |
Interprofessional relations; Psychiatric Nursing; Community health nursing; Qualiltative research; Suicide |
|
| |
Abstract |
'No suicide contracts' are a tool commonly used by nurses in community crisis situations. At times this tool is utilised because the clinician believes that it is beneficial. However, there are other occasions when 'No suicide contracts' are introduced in a manner that runs counter to the clinical judgement of the crisis nurse. This paper discusses the results of a qualitative study that addressed the question of why nurses use 'No suicide contracts' in such situations, rather than relying on their own expertise. This analysis suggests that underlying concerns of clinicians can determentally affect decision-making in such circumstances, and recommends that rather than subjugating nursing expertise, underlying issues be addressed directly. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
785 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Currie, J.; Edwards, L.; Colligan, M.; Crouch, R. |
|
| |
Title |
A time for international standards? Comparing the Emergency Nurse Practitioner role in the UK, Australia and New Zealand |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Accident & Emergency Nursing |
Abbreviated Journal |
|
|
| |
Volume |
15 |
Issue |
4 |
Pages |
210-216 |
|
| |
Keywords |
Emergency nursing; Cross-cultural comparison; Nursing; Education |
|
| |
Abstract |
The aim of this paper is to compare the Emergency Nurse Practitioner role in the UK, Australia and New Zealand. Whilst geographically distant, the role of the Emergency Nurse Practitioner within these three countries shares fundamental similarities, causing the researchers to question, is this a time to implement international standards for the role? The Emergency Nurse Practitioner role in all three countries is gradually establishing itself, yet there are shared concerns over how the role is regulated and deficits in standardisation of scope of practice and educational level. Together these issues generate confusion over what the role embodies. The authors suggest that one method of demystifying the Emergency Nurse Practitioner role would be to progress towards international standards for regulation, education and core components of practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
971 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McBride-Henry, K.; Foureur, M. |
|
| |
Title |
Organisational culture, medication administration and the role of nurses |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Practice Development in Health Care |
Abbreviated Journal |
|
|
| |
Volume |
5 |
Issue |
2 |
Pages |
208-222 |
|
| |
Keywords |
Patient safety; Medical errors; Organisational culture; Nursing; Drug administration |
|
| |
Abstract |
This research study was designed to identify ways of enhancing patient safety during the administration of medications within the New Zealand context. The researchers employed a multi-method approach that included a survey using the Safety Climate Survey tool, focus groups and three clinical practice development groups. The authors conclude that the outcomes of this study indicate that practice development initiatives, such as the ones outlined in this project, can have a positive effect on nurses' perceptions of organisational safety, which in turn has been demonstrated to have a positive impact on patient safety. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
784 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Friedel, J.; Treagust, D.F. |
|
| |
Title |
Learning bioscience in nursing education: Perceptions of the intended and the prescribed curriculum |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Learning in Health & Social Care |
Abbreviated Journal |
|
|
| |
Volume |
4 |
Issue |
4 |
Pages |
203-216 |
|
| |
Keywords |
Nursing; Education; Teaching methods |
|
| |
Abstract |
This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
713 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Simon, V.N. |
|
| |
Title |
Characterising Maori nursing practice |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
|
| |
Volume |
22 |
Issue |
2 |
Pages |
203-213 |
|
| |
Keywords |
Registered nurses; Maori; Nursing models; Culture |
|
| |
Abstract |
This paper summarises research which addresses the question What might constitute Maori nursing practice? The research design adopted was influenced by kaupapa Maori methodology and used a semi-structured, qualitative, in-depth interview process. It was found that by understanding the current experiences of Maori registered nurses, their reflections on their preparation for practice, and their current practice, it is possible to identify the present and future training and practice needs of Maori nurses. Maori nursing practice can be characterised as having five features: the promotion of cultural affirmation including cultural awareness and identity; the support of, and access to Maori networks; the adoption of Maori models of health; the enabling of visibility and pro-activity as Maori nurses; and, the validation of Maori nurses as effective health professionals. Three recommendations for promoting Maori nursing practice are made in relation to staff in the workplace and in nurse education programmes: all nursing staff need to be alert to: 1. the impact of western scientific models on Maori healthcare; 2. the (often passive) non-acceptance of Maori within mainstream institutions; and iii) the benefits of valuing indigenous nursing programmes. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
936 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Bishop, D.; Ford-Bruins, I. |
|
| |
Title |
Nurses' perceptions of mental health assessment in an acute inpatient setting in New Zealand: A qualitative study |
Type |
Journal Article |
| |
Year |
2003 |
Publication |
International Journal of Mental Health Nursing |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue |
3 |
Pages |
203-212 |
|
| |
Keywords |
Psychiatric Nursing; Clinical assessment; Attitude of health personnel; Nursing models |
|
| |
Abstract |
This qualitative study explores the perceptions of mental health nurses regarding assessment in an acute adult inpatient setting in Central Auckland. Fourteen mental health nurses took part in semi-structured interviews answering five open-ended questions. The analysis of data involved a general inductive approach, with key themes drawn out and grouped into four categories (roles, attitudes, skills and knowledge) in order to explore the meaning of information gathered. The outcome of the study acknowledged the importance of contextual factors such as the physical environment and bureaucratic systems, as well as values and beliefs present within the unit. The participants expressed concern that their input to assessment processes was limited, despite belief that 24-hour care and the nature of mental health nursing generally suggested that a crucial role should exist for nurses. In order for nurses to be established as central in the assessment process on the unit the study concludes that a nursing theoretical framework appropriate for this acute inpatient setting needs to be developed. |
|
| |
Call Number |
NRSNZNO @ research @ 1082 |
Serial |
1067 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Johns, Susan Rosemary |
|
| |
Title |
It's always with you: the experience of being a 1970s hospital-trained general nursing student |
Type |
Book Whole |
| |
Year |
2019 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
203 p. |
|
| |
Keywords |
General nurse training; Nursing education; Hermeneutic phenomenology; Ontology |
|
| |
Abstract |
Uncovers the significance for nurses who were trained within the 1970s apprenticeship model in NZ hospitals, in their present understanding of themselves as nurses. Confirms that the 1970s heralded the beginning of the end of the apprenticeship system of nurse training, and that literature related to this era of general student nurse training is limited. Uses philosophical hermeneutics to guide interviews with 15 former student nurses who trained within the Auckland Hospital Board School of Nursing, and who reflect 40 years afterward, on how their apprenticeship training influenced the type of nurses they became. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1630 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Pool, Leanne Gay |
|
| |
Title |
The Nurse Educator in Aotearoa New Zealand |
Type |
Book Whole |
| |
Year |
2021 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
202 p. |
|
| |
Keywords |
Nurse educators; Nursing education; Nursing workforce; Kaiako Tapuhi |
|
| |
Abstract |
Aims to contribute to an understanding of the work of nurse educators by illustrating the effect that changing health care and nursing workforce demands have had on the nurse educator role. Employs both academic and narrative writing in order to traverse the complexity of being a nurse educator. Argues that the educator needs to position the role between education and nursing practice, fulfilling the role of Kaiako Tapuhi. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1743 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
|
| |
Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue |
2 |
Pages |
201-224 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
|
| |
Abstract |
This article outlines some key aspects of the practice of a number of nurse educators and researchers, and their commitment to the needs of their specific region. The group has been based at the Waikato Institute of Technology (WINTEC) over the last decade and have worked collaboratively across primary health, cultural safety, and child and family health domains of the nursing curriculum. They share a common philosophy underpinned by notions of diversity and health equity. The philosophy informs their theoretical inquiry, practice and research interests, and pedagogical concerns. In this article, the nurse researchers begin by situating themselves within the region, its people, and influences before moving into a consideration of the wider political and policy environment. They then consider the destabilising effects of cultural safety education and the tension between biculturalism and multiculturalism in their context. Finally, they reflect on how these ideas inform their work with postgraduate child and family nurses. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
883 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Richardson, F.I.; Carryer, J.B. |
|
| |
Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
| |
Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
|
| |
Volume |
44 |
Issue |
5 |
Pages |
201-208 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
|
| |
Abstract |
This article describes the findings of a research study on the experience of teaching cultural safety. As a teacher of cultural safety, the first author was interested in exploring the experience of teaching the topic with other cultural safety teachers. A qualitative approach situated in a critical theory paradigm was used for the study. The study was informed by the ideas of Foucault and feminist theory. Fourteen women between ages 20 and 60 were interviewed about their experience of teaching cultural safety. Five women were Maori and 9 were Pakeha. Following data analysis, three major themes were identified: that the Treaty of Waitangi provides for an examination of power in cultural safety education; that the broad concept of difference influences the experience of teaching cultural safety; and that the experience of teaching cultural safety has personal, professional, and political dimensions. These dimensions were experienced differently by Maori and Pakeha teachers. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
885 |
|
| Permanent link to this record |
