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Author |
Farrell, E. |
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Title |
A lamp to light the way: Public health nurses' perceptions and experiences of professional/clinical supervision |
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Year |
2003 |
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Abbreviated Journal |
Auckland University of Technology |
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Keywords |
Public health; Nursing; Clinical supervision; Professional competence |
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Abstract |
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Call Number |
NRSNZNO @ research @ 887 |
Serial |
871 |
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Author |
Grant-Mackie, D. |
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Title |
A literature review of competence in relation to speciality nursing |
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Year |
2000 |
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Abbreviated Journal |
University of Otago Library, NZNO Library |
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Pages |
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Keywords |
Paediatric nursing; Nursing specialties; Professional competence; Nursing; Education |
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Abstract |
The original aim of the study was to find out through a questionnaire what child health/paediatric nurses in New Zealand/Aotearoa saw as their needs for post-registration education. Nurses were completing courses in the United Kingdom and returning to New Zealand/Aotearoa and realising that their nursing capabilities had improved. They became senior nurses with education responsibilities and exhibited political leadership among their colleagues in the field of child health/paediatric nursing. They were becoming increasingly concerned at the lack of any clinical courses in the specialty of child health/paediatric nursing to promote an appropriate standard of practice. It was intended that a research project about post-registration child health/paediatric education would assist concerned nurses to develop a programme. The time needed for such a project did not fit with a limited research paper. It was decided to reduce the project to a review of the literature on competence in nursing, with some comment on the specialty of child health/paediatric nursing. In order for nurses to find what they need to learn and know, an understanding of competence in nursing practice is required. Competence is defined as the ability of the nurse to carry out specific work in a designated area at a predetermined standard. Issues around competence, defining a scope of practice, development and assessment of competence, and regulation of nursing, are part of the context in which accountability for the practice of nurses sits. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1123 |
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Author |
Wilson, S.C. |
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Title |
A qualitative exploration of emotional competence and its relevance to nursing relationships |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Massey Research Online |
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Issue |
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Pages |
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Keywords |
Nurse-patient relations; Nursing; Education; Students; Professional competence |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1144 |
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Author |
Valette, D. |
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Title |
Nursing an adolescent in an adult inpatient mental health unit |
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Year |
2002 |
Publication |
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Abbreviated Journal |
ResearchArchive@Victoria |
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Issue |
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Pages |
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Keywords |
Psychiatric Nursing; Adolescents; Nurse-patient relations; Professional competence; Mental health |
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Abstract |
This research paper reports on an exploration of the key elements nurses need to be aware of to effectively nurse adolescents in an adult inpatient unit. It describes the developmental needs and significant influences that affect this age-group, that when incorporated into nursing care, nurses can gain a therapeutic relationship with the adolescent. By means of a literature review, sharing the author's experience in nursing adolescents, and through vignettes of practice, an illustration of some common situations that may occur during the adolescent's inpatient stay are described. These situations are explored and a perspective is offered on how nurses may be effective in their nursing of an adolescent patient from the point of admission through to discharge. More research is needed on adolescent mental health nursing, however the author anticipates that nurses will be able to use this report as a helpful resource in their current practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1148 |
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Author |
Anderson, P.R. |
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Title |
Determining competency for entry to nursing practice: A grounded theory study |
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Year |
2008 |
Publication |
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Abbreviated Journal |
ResearchArchive@Victoria |
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Volume |
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Issue |
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Pages |
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Keywords |
Professional competence; Clinical supervision; Nursing; Education |
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Abstract |
Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented, the author suggests could further enhance the validity and reliability of assessment outcomes. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1182 |
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Author |
Tustin-Payne, W. |
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Title |
Self esteem, competence assessment and nurses ability to write reflectively: Is there any connection? |
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Year |
2008 |
Publication |
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Abbreviated Journal |
Wintec Research Archive |
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Volume |
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Issue |
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Pages |
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Keywords |
Professional competence; Nursing; Psychology; Quality of health care; Feminist critique |
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Abstract |
The Health Practitioners Competence Assurance Act 2003 requires nurses to have evidence to support they are competent to practice. Many nurses have become distraught and / or angry at this prospect, and the researcher suggests that this response appears to be more commonly related to the expectation of undertaking reflective writing, which is a key component of the competence evidence. This study explores the predisposing factors relating to nursing, reflective writing and competence to determine how this may impact on a nurse's self esteem. Utilisation of Critical Social Theory informed by feminist framework allows for exploration of the historical, social, political and cultural factors that shape and form female nurses reality in practice. It is a theory that relates to oppression and power, with the primary intent being to raise consciousness in order to emancipate. Although no definitive findings were made, there are multiple factors relating to nurse's history, socialisation, political imperatives and cultural beliefs that have the potential to impact on their self esteem. Competence, competence assessment and reflective practice are complex, therefore presenting multiple challenges. In order for nurses to understand their contextual reality and opportunities for change there is a need for them to engage in critical reflection. |
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Call Number |
NRSNZNO @ research @ 1198 |
Serial |
1183 |
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Author |
Brinkman, A.; Wilson-Salt, R.; Walker, L. |
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Title |
Education survey report: Implications for practice |
Type |
Report |
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Year |
2008 |
Publication |
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Abbreviated Journal |
http://www.nzno.org.nz |
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Issue |
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Pages |
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Keywords |
Professional development; Professional Competence; Nursing |
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Abstract |
Professional development is an ongoing requirement of nurses as a result of the Health Practitioners Competence Assurance Act. The Act?s principal purpose is to protect the health and safety of the public by ensuring health practitioners are fit and competent to practise. This survey was designed to explore the avenues nurses have taken, and would prefer to take, for their professional development. The questionnaire was sent to a random sample of the New Zealand Nurses Organisation's registered and enrolled nurse members. Nurses overwhelmingly favoured professional development in the workplace. More than half the respondents reported a conflict with other time commitments, while a number of respondents wrote of their desire for work-life balance. The cost of fees, ability to take time off work, and time and travelling distance were all hurdles to professional development. Nurses cited information technology, conflict resolution, managing challenging behaviour, and dealing with rostered & rotating shifts as aspects of their current work for which their nursing education (pre and post) had not adequately prepared them. Nurses also indicated that their pre-registration education in health systems and political processes was inadequate for their current work. As nurses aged, their interest in professional development increased, though many still preferred workplace options. The authors conclude that, in order for professional development opportunities to be accessible and relevant, resources and time must be made available. This is vital to achieve ongoing education of nurses and improved patient outcomes. Management support, combined with effective assessment of learning needs guiding professional development opportunities, are fundamental to ensuring nurse competence. |
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Call Number |
NZNO @ research @ |
Serial |
1329 |
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Author |
Carryer, J.B.; Russell, L. |
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Title |
Nurses' understandings of the Professional Development Recognition Programme |
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Journal Article |
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Year |
2007 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
23 |
Issue |
2 |
Pages |
5-13 |
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Keywords |
Professional development; Professional competence |
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Abstract |
Professional Development and Recognition Programmes (PDRP) for nurses have developed out of the Clinical Career Pathways (CCP) of the 1990s. The Health Practitioners Competence Assurance Act (2003) has now required all health professionals to provide evidence that their practice meets criteria set by the individual regulatory body, which, for nursing, is the Nursing Council of New Zealand. In 2002 a tool was developed to measure knowledge and attitudes of the then CCP which was tested with 239 nurses. This paper is a report on the second application of the tool in the same hospital in New Zealand. Results show that knowledge and attitudes of the PDRP are similar to those found in the previous study. It also suggests that greater understanding of the PDRP and the implementation process increases the likelihood of a positive response to the programme. |
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Call Number |
NRSNZNO @ research @ 476 |
Serial |
463 |
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Author |
McPherson, G.; Horsburgh, M.; Tracy, C. |
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Title |
A clinical audit of a nurse colposcopist: Colposcopy, cytology, histology correlation |
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Journal Article |
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Year |
2005 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
21 |
Issue |
3 |
Pages |
13-23 |
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Keywords |
Nurse practitioners; Professional competence; Diagnosis; Advanced nursing practice |
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Abstract |
A clinical audit was undertaken to assess the diagnostic skills of the nurse colposcopist measuring colposcopy: histology: cytology correlation. At National Women's Health the first New Zealand nurse colposcopist training programme was developed in 2000. A retrospective audit of the colposcopy clinical records was performed during the nurse's training programme between July 2000 and March 2002. An 82% (82/100) histology: cytology: colposcopy correlation was achieved by the nurse in the third phase of her training programme. The results are comparable with other reported studies involving medical and nurse colposcopists. Expertise in colposcopy examination can be incorporated into the broader role of a Nurse Practitioner working in the area of women's health. |
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Call Number |
NRSNZNO @ research @ 548 |
Serial |
534 |
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Author |
Roud, D.; Giddings, D.L.S.; Koziol-McLain, J. |
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Title |
A longitudinal survey of nurses' self-reported performance during an entry-to-practice programme |
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Journal Article |
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Year |
2005 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
21 |
Issue |
2 |
Pages |
37-46 |
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Keywords |
New graduate nurses; Methodology; Professional competence; Training |
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Abstract |
The researchers conducted a study to compare self-reported changes in both frequency and quality of performance of nursing behaviours in a cohort of recently graduated nurses undertaking a one year entry to practice programme. Thirty-three nurses were surveyed, seven weeks after beginning the programme and again seven months later, using a modified version of Schwirian's (1978) Six-Dimension Scale of Nursing Performance (6-DSNP). Over the study period participants reported significant increases in frequency of performance for the domains of leadership, critical care, teaching/collaboration, and planning/evaluation. Significant increases in the quality of nurse behaviours in the domains of critical care, planning/evaluation and interpersonal relations/communication were also reported. The modified Schwirian 6-DSNP was found to be a useful instrument for measuring nurses' self reporting of performance during periods of transition. |
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Call Number |
NRSNZNO @ research @ 553 |
Serial |
539 |
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Author |
Connor, M. |
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Title |
Advancing nursing practice in New Zealand: A place for caring as a moral imperative |
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Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
3 |
Pages |
13-21 |
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Keywords |
Advanced nursing practice; Ethics; Professional competence; Nurse-patient relations |
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Abstract |
The author argues that the framework of competencies required for advanced nursing practice should include a moral dimension in order to take account of relational as well as functional competencies. There is no recognition of the relational competencies required to practice caring as a moral imperative. The Nursing Council of New Zealand expects that nurses will practise 'in accord with values and moral principles'. The paper explores the history of two nursing discourses, that which sees nursing as a functional occupation and that which emphasises the relationship between nurse and patient. A practice exemplar is used to demonstrate positive outcomes from advanced relational competencies. |
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Call Number |
NRSNZNO @ research @ |
Serial |
553 |
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Author |
Fourie, W.; Oliver, J.D. |
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Title |
Defining currency of practice for nurse educators |
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Journal Article |
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Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
18 |
Issue |
3 |
Pages |
30-39 |
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Keywords |
Quality assurance; Professional competence; Education |
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Abstract |
Recent Nursing Council of New Zealand guidelines for competence-based practising certificates and the fact that all nurse educators must have a current practising certificate prompted the Nursing Schools within the Tertiary Accord of New Zealand (TANZ) to explore issues surrounding current competency in practice and how this can be maintained by nurse educators. The authors note that discussions related to competence-based practising certificates generally refer to competence only in terms of direct patient care. They set out to clarify the issue with specific reference to nurse educators who, by the nature of their scope of practice, often do not carry a patient caseload. They review the literature relating to currency of practice and draw on the findings of a survey of TANZ Nursing Schools and provide a position on how currency of practice applies to nurses working in an educational setting. They present strategies to maintain clinical, teaching and scholarly currency and make some suggestions for providing evidence that currency of practice is maintained. |
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Call Number |
NRSNZNO @ research @ |
Serial |
614 |
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Author |
Noble-Adams, R. |
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Title |
'Exemplary' nurses: An exploration of the phenomenon |
Type |
Journal Article |
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Year |
2001 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
17 |
Issue |
1 |
Pages |
24-33 |
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Keywords |
Nurse-patient relations; Nursing; Professional competence |
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Abstract |
This paper examines the phenomenon of exemplary nursing. It includes a literature review to identify the characteristics of good nurses. These include particular personality traits, altruism, caring, expert practice, vocation, commitment and attitude. Aspects of the nurse-patient relationship with such nurses is described. |
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Call Number |
NRSNZNO @ research @ 640 |
Serial |
626 |
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Author |
Walker, J.; Bailey, S. |
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Title |
The clinical performance of new degree graduates |
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Journal Article |
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Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
14 |
Issue |
2 |
Pages |
31-42 |
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Keywords |
New graduate nurses; Professional competence; Nursing; Education; Teaching methods |
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Abstract |
This study aimed to identify how graduates perceived their clinical performance during their first year of practice. A convenience sample of 30 graduates was surveyed after 3 months and 7 months in practice, using an adapted form of a questionnaire devised by Ryan and Hodson (1992). The results showed that over time, graduates generally required less direction in all areas of clinical competence. After 7 months in practice, the majority of the graduates rated their performance in nursing skills, communication skills, and professionalism at the expected level or above. However, some still required direction with using theory and research in practice, with meeting client's psychosocial needs and with teaching clients. In the leadership competency, after 7 months, most graduates saw themselves functioning at the expected level related to client care and needed less direction in unit management skills. However, many of the unit management skills were rated as 'not applicable' indicating that new graduates are not initially placed in a management role. Implications for nursing education and limitations of the research are discussed. |
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Call Number |
NRSNZNO @ research @ |
Serial |
638 |
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Author |
Gardner, A.; Hase, S.; Gardner, G.; Dunn, S.; Carryer, J.B. |
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Title |
From competence to capability: A study of nurse practitioners in clinical practice |
Type |
Journal Article |
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Year |
2008 |
Publication |
Journal of Clinical Nursing |
Abbreviated Journal |
Author copy available 12 months after publication from QUT ePrints |
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Volume |
17 |
Issue |
2 |
Pages |
250-258 |
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Keywords |
Nurse practitioners; Professional competence; Advanced nursing practice; Evaluation |
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Abstract |
This research aimed to understand the level and scope of practice of the nurse practitioner in Australia and New Zealand further using a capability framework. The original study, from which the present paper was developed, sought to identify competency standards for the extended role of the nurse practitioner in Australia and New Zealand. In doing so the researchers became aware that while competencies described many of the characteristics of the nurse practitioner they did not manage to tell the whole story. In a search of the literature, the concept of capability appeared to provide a potentially useful construct to describe the attributes of the nurse practitioner that went beyond competence. A secondary analysis of data obtained from the interviews with 15 nurse practitioners working in Australia and New Zealand was undertaken. The analysis showed that capability and its dimensions is a useful model for describing the advanced level attributes of nurse practitioners. Thus, nurse practitioners described elements of their practice that involved: using their competences in novel and complex situations as well as the familiar; being creative and innovative; knowing how to learn; having a high level of self-efficacy; and working well in teams. This study suggests dimensions of capability need to be considered in the education and evaluation of nurse practitioners. |
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Call Number |
NRSNZNO @ research @ 945 |
Serial |
929 |
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