| Records |
| Author |
Phillips, B.N. |
Title  |
A survey of mental health nurses' opinion of barriers and supports for research |
Type |
Journal Article |
| Year |
2005 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
21 |
Issue |
1 |
Pages |
24-32 |
| Keywords |
Professional development; Mental health; Nursing research |
| Abstract |
This paper reports the findings of a preliminary survey of two district health boards, which shows that high workloads and lack of relief staffing appear as the greatest hurdles to mental health nurses participating in practice-based nursing research. A further constraint on their participation is lack of research expertise and experience. Consultative discussions with senior mental health nurses support these conclusions. In this paper, mentoring and flexible research designs are promoted as possible ways of overcoming these barriers. |
| Call Number |
NRSNZNO @ research @ |
Serial |
532 |
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| Author |
Spence, D. |
| Title |
Advanced nursing practice through postgraduate education, part one |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
2 |
Pages |
46-55 |
| Keywords |
Advanced nursing practice; Education; Professional development; Research |
| Abstract |
In New Zealand the clinically focused postgraduate papers and programmes, available through universities and polytechnics, are evaluated from an educational perspective but little evaluation of the implications for practice has been undertaken. This paper is Part One of a report on a study that sought to illuminate the impact of clinically focused postgraduate education on advancing nursing practice. Hermeneutic methodology provided a framework for analysing both the perspectives of nurses who had undergone such education and those who had directly employed and worked alongside these nurses. Emerging themes are described here. In a second article the findings will be discussed in relation to literature. Constraining factors will be identified and strategies designed to maximise the benefits of education for advancing nursing practice will be recommended. |
| Call Number |
NRSNZNO @ research @ 555 |
Serial |
541 |
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| Author |
Jacobs, S. |
| Title |
Advanced nursing practice: Time and meaning |
Type |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
19 |
Issue |
3 |
Pages |
29-39 |
| Keywords |
Advanced nursing practice; Nurse practitioners; Professional development; History of nursing |
| Abstract |
The particular, contemporary meanings ascribed to “advanced nursing practice” in New Zealand have been debated and delineated in the 1990s, culminating in the launch of the nurse practitioner role at a conference sponsored by the Ministry of Health and the Nursing Council of New Zealand in August, 2001. Drawing on archival materials, documents, other texts and voices, this article explores the evolution of connotations and meanings of the word “advanced” as applied to nursing in New Zealand. The focus is on clinical practice, research, teaching, consulting, higher education, and advancement of the profession. Historical aspects of advancement in New Zealand nursing are examined, including registration, unsupervised practice, technical specialisation, and career development. |
| Call Number |
NRSNZNO @ research @ |
Serial |
552 |
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| Author |
Spence, D. |
| Title |
Advancing nursing practice through postgraduate education, part two |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
3 |
Pages |
21-30 |
| Keywords |
Advanced nursing practice; Professional development; Education; Research |
| Abstract |
This paper continues presentation of the findings of a North Island based research project that explored the impact of clinically focused postgraduate education on advancing nursing practice. Like their international counterparts, increasing numbers of New Zealand nurses are enrolling in advanced practice programmes. Yet, despite international evidence supporting the usefulness of Masters level preparation for advancing clinical practice, questions about the need for such development persist. This paper argues that postgraduate education contributes to the development of courage and that this, in turn, is essential to overcoming the barriers that currently constrain the advancement of nursing practice. |
| Call Number |
NRSNZNO @ research @ |
Serial |
542 |
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| Author |
Watson, S.L. |
| Title |
Attitudinal shifting: A grounded theory of health promotion in coronary care |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
AUT University Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Health promotion; Policy; Professional development; Cardiovascular diseases; Nursing; Nurse-patient relations; Education |
| Abstract |
Current New Zealand health policy encourages collaborative health promotion in all sectors of health service delivery. The integrated approach to the acute management of coronary heart disease in a coronary care unit, combining medical therapy and lifestyle change, supports clinical health promotion. The aim of this study was to use the grounded theory approach to discover the main concerns of nurses' promoting health in an acute coronary care setting and to explain the processes that nurses used to integrate health promotional activities into their practice. Seventeen registered nurses from three coronary care units within a large metropolitan city in New Zealand were interviewed. Data were constantly compared and analysed using Glaser's emergent approach to grounded theory.The main concern for nurses promoting health within coronary care was ritualistic practice. In this study, ritualistic practice concerns the medically-based protocols, routines, language and technology that drives nursing practice in coronary care. This concern was resolved via the socio-cultural process of attitudinal shifting that occurs over time involving three stages. The three conceptual categories, environmental pressures, practice reality and responsive action are the main components of the theory of attitudinal shifting. In environmental pressures, nurses experience a tension between specialist medically-dominated nursing practice and the generalist nursing role of promoting health. In practice reality, nurses become aware that the individual needs of patients are not being met. This causes role conflict until the nurse observes colleagues who role model possibilities for practice, working with patients to promote health. Responsive action sees the nurse engaging in self-development, also focusing on the nurse-patient relationship, thereby enabling active patient involvement in individual health-promoting decisions. The author suggests that the findings from this research have implications for nursing practice and education. With the increasing specialisation in nursing practice, these findings may be of interest to nurses working in delegated medical roles where the reality of everyday practice precludes nurses from undertaking their essential nursing role. Health care facilities also need to ensure that there are opportunities for the personal and professional development of nursing staff. The place of health promotion within nursing undergraduate curricula needs to be examined, as many nurses found that they were ill prepared for undertaking health promotional activities. |
| Call Number |
NRSNZNO @ research @ |
Serial |
807 |
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| Author |
Haitana, J. |
| Title |
Building relationships: A qualitative descriptive study reflective of the day-to-day experiences of one group of preceptors in a provincial hospital in New Zealand |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
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Issue |
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Pages |
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| Keywords |
Hospitals; Preceptorship; Education; Professional development; Mentoring; Training; Nursing |
| Abstract |
Research suggests that the experience of being a preceptor can be rewarding, but there are challenges which may impact on their ability to fulfil the preceptorship role. In an effort to understand the experiences of being a preceptor and the factors that impact on that role, a qualitative descriptive study was undertaken in a small provincial hospital in New Zealand. A purposeful sample of five registered nurse preceptors completed semi-structured audio-taped interviews. Seven common categories were developed from the data – willingness to engage, building a relationship, letting go, support, workload, students in the clinical setting and making judgements. The author notes that this research has highlighted that preceptors need prior notice that they are going to be having student nurses so that they can be better prepared; preceptors and student nurses also need to be rostered together for the whole placement to allow a one-on-one relationship to develop. Preceptors would benefit from having a lighter workload during the first few days of preceptoring as then they can spend more time teaching the student. Schools of nursing and hospitals also need to have an ongoing collaborative relationship in planning and supporting the preceptorship program; this would further support preceptors in their role. The lecturer from the school of nursing needs to be contactable and available to both the preceptor and the student to clarify any misunderstandings and as a resource should any problems arise. |
| Call Number |
NRSNZNO @ research @ |
Serial |
476 |
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| Author |
Dobbs, L. |
| Title |
Can evidence improve nursing practice? |
Type |
Journal Article |
| Year |
2006 |
Publication |
Nursing Journal Northland Polytechnic |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume |
10 |
Issue |
|
Pages |
27-32 |
| Keywords |
Evidence-based medicine; Nursing; Professional development |
| Abstract |
Evidenced Based Practice is aimed at providing safe, effective and cost-appropriate health care. The utilisation of EBP in nursing has proved to be valuable not only for patients and nurses, but also for other health professionals and the wider community. However, despite the recognised benefits of EBP, a significant gap between theory and practice exists. This paper explores some of the issues behind not implementing EBP, such as comfort with traditional practices, lack of engagement with EBP, and time constraints. |
| Call Number |
NRSNZNO @ research @ 1226 |
Serial |
1211 |
| Permanent link to this record |
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| Author |
Dellagiacoma, T. |
| Title |
Contracting as a career option for nurses |
Type |
Journal Article |
| Year |
2007 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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| Volume |
13 |
Issue |
1 |
Pages |
20-22 |
| Keywords |
Professional development; Nursing; Work |
| Abstract |
A nurse presents research and her own experiences of contracting. Contracting, as defined in this article, refers to a nurse not employed permanently on a wage. It covers agency nursing, short and long fixed-term contracts and secondments. The author identifies the need to continue to develop professionally, which is now a mandatory requirement under the Health Practitioners Competence Assurance (HPCA) Act. Contractors have little, if any financial support to develop professionally, and time taken to do courses is not paid. Taking study leave within a contract may also not be an option. Options for managing professional development in these conditions are offered, including goal setting, investing in education or training, and considering some longer contracts. Practical financial advice and examples are given, including managing accounts and consideration of employment law. The author recommends that skilled nurses looking for interesting ways to develop their careers and to branch out in an entrepreneurial way should seriously consider taking up contract work. |
| Call Number |
NRSNZNO @ research @ 996 |
Serial |
980 |
| Permanent link to this record |
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| Author |
Robertson, G. |
| Title |
Disquiet in the development of clinical supervision for professional development in nursing practice: A literature review |
Type |
|
| Year |
2000 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Clinical supervision; Professional development; Nursing |
| Abstract |
Nursing literature reflects that nurses have been exploring and experiencing the process of clinical supervision for well over a decade. Nurses in the United States, United Kingdom, Scandinavia, and Australasia have written much over the past fifteen years. However, the author notes that nurses grapple with what clinical supervision is within nursing development and disquiet continues to emerge in the literature. This literature review expands on themes that surround this disquiet. These centre on continued confusion and lack of clear definition; whether psychotherapy is implemented under the guise of clinical supervision, who uses it, and the dearth of empirical evaluation of its effectiveness. The lack of significant empirical evidence of its ability to assist practitioners to deliver improved patient/client care continues despite claims of improved professional and personal development, therapeutic relationship, and occupational stress management. These claims come from both supervisees and supervisors. The manner in which clinical supervision is portrayed in nursing in that it is frequently referred to as a support system, rather than one of learning a complex set of communication skills is also highlighted. The continued debate on what model(s) best suit nurses, or whether line management should provide clinical supervision as a means to ensure quality standards and control over nursing practice and optimal patient care is discussed. Whether nursing should stop borrowing from other fields and develop their own model(s) is also raised. Two emerging stances focus on a process that is practice-based as identified by senior staff and management, or one that continues along the lines of what psychotherapy has developed with practitioner-identified developmental needs. These issues raise many questions for further development in nursing, one being are nurses developed enough in their self-awareness to understand what they are to adopt into their practice? Authentic voices from those nurses experienced in the practice of providing and receiving clinical supervision, are shaping therapeutic practice for nurses in the future, and continue to sharpen the debate. Some reference to unpublished data and local practice in the Wellington area have been included as a stimulus for further incorporation of clinical supervision in local practice development. |
| Call Number |
NRSNZNO @ research @ |
Serial |
794 |
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| Author |
McLoughlin, N. |
| Title |
Dying to know: Advancing palliative care nursing competence with education in elderly health settings |
Type |
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| Year |
2007 |
Publication |
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Abbreviated Journal |
ResearchArchive@Victoria |
| Volume |
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Issue |
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Pages |
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| Keywords |
Professional development; Nursing specialties; Palliative care; Nursing; Education |
| Abstract |
This paper explores the benefits of using education as one means to advance palliative care competence for nurses. A literature search was conducted revealing numerous educational initiatives and approaches have been developed to improve palliative care. Benefits include improved nursing knowledge, confidence and competence which directly correlate with improved patient outcomes. Accompanying the shift of palliative care from hospices to varied health care providers globally, are disparities in care provision. The literature suggests that reasons for such disparities include insufficient specialised palliative care knowledge and skills of nurses to effectively deliver this care within generalist health settings and lack of information for caregivers. In response, approaches aimed at improving palliative care include reviewing, redefining and implementing nursing roles, education courses, and theoretical frameworks to inform practice and improve outcomes. This paper focuses on the benefits of offering tailored palliative care education in work settings to improve patient care. One entrepreneurial education initiative aimed at advancing palliative nursing and which is currently being implemented in aged care contexts is shared. Careful strategic planning and working more collaboratively between all stakeholders, is strongly recommended in order to manage current and future challenges. Advancing palliative nursing care using appropriate education is achievable and beneficial but is fraught with complexities. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1190 |
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| Author |
Brinkman, A.; Wilson-Salt, R.; Walker, L. |
| Title |
Education survey report: Implications for practice |
Type |
Report |
| Year |
2008 |
Publication |
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Abbreviated Journal |
http://www.nzno.org.nz |
| Volume |
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Issue |
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Pages |
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| Keywords |
Professional development; Professional Competence; Nursing |
| 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. |
| Call Number |
NZNO @ research @ |
Serial |
1329 |
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| Author |
Laracy, K. |
| Title |
Exploration of the self: The journey of one pakeha cultural safety nurse educator |
Type |
|
| Year |
2003 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Cultural safety; Teaching methods; Nursing; Education; Professional development; Transcultural nursing; Maori; Identity |
| Abstract |
Cultural safety is taught in all undergraduate nursing programmes in Aotearoa/New Zealand. There is a predominance of Pakeha nurse educators in teaching this content. There is little explanation of what being Pakeha entails. This perpetuates a silence and continues the dominant hegemonic position of Pakeha in Aotearoa/New Zealand. This study suggests that as Pakeha cultural safety nurse educators we examine our dominance and critique the delivery of cultural safety education. This autobiographical study undertakes to explore the Pakeha identity of a cultural safety nurse educator. The author discusses identity in the context of a globalised world, and challenges the idea of a definitive Pakeha identity. There are multiple descriptions of Pakeha, all underdeveloped and inadequate for the purposes of cultural safety education. In this study, the author uses the heuristic process of Moustakas (1990) and Maalouf's (2000) ideas of vertical and horizontal heritage to locate and present the essence of the self. In keeping with the purpose of cultural safety education, the author considers her ethnic cultural self as described by Bloch (1983) and explores Helms' (1990) theory of White racial identity development. This thesis describes the position of one Pakeha in the context of teaching cultural safety in an undergraduate nursing degree programme in Aotearoa/New Zealand. For Pakeha cultural safety nurse educators the author argues that exploration of one's heritages and location of a personal Pakeha identity is pivotal to progressing the enactment of cultural safety in Aotearoa /New Zealand. |
| Call Number |
NRSNZNO @ research @ |
Serial |
864 |
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| Author |
Heath, S.; Clendon, S.; Hunter, R. |
| Title |
Fit for educational purpose? : the findings of a mixed methods study of nurses' decisions to participate in professional development and recognition programmes |
Type |
Journal Article |
| Year |
2020 |
Publication |
SCOPE (Health and Wellbeing) |
Abbreviated Journal |
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| Volume |
5 |
Issue |
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Pages |
50-59 |
| Keywords |
Professional Development and Recognition Programmes (PDRP); Nursing education |
| Abstract |
Reports findings from a mixed-methods study that examined nurses' decisions to participate in a PDRP. Considers the obstacles nurses face when making the decision to submit a portfolio and asks whether PDRP is still fit for purpose. |
| Call Number |
NZNO @ research @ |
Serial |
1775 |
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| Author |
Kennedy, W. |
| Title |
How do Registered Nurses utilise self assessment and performance appraisal to inform their professional practice? |
Type |
|
| Year |
2008 |
Publication |
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Abbreviated Journal |
Eastern Institute of Technology Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Professional development; Registered nurses |
| Abstract |
This thesis describes an exploratory study of registered nurses within a local district health board which pursued 'if' and 'how' professional practice frameworks assisted nurses in their individual professional practice. Self assessment and performance appraisal are identified as critical elements of professional development by the Nursing Council of New Zealand, and this became the focus of the author's research. A qualitative descriptive framework was utilised to explore the research question, where experiences of registered nurses employed within inpatient adult medical and surgical settings were collected through questionnaire. Analysis of the data was through general inductive thematic approach. Eight themes arose, of which, two have sub-themes. The first four themes relate to self assessment and performance appraisal and the second four themes relate to professional practice. The findings from the participant's perspective provide an understanding of how participants' utilised self assessment and performance appraisal to inform their professional practice. There are significant implications for professional practice within the findings of this study, which are presented along with recommendations for future practice, and future avenues for research. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1161 |
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| Author |
Maxwell-Crawford, K. |
| Title |
Huarahi whakatu: Maori mental health nursing career pathway |
Type |
Report |
| Year |
2004 |
Publication |
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Abbreviated Journal |
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| Volume |
(Trm/04/15) |
Issue |
|
Pages |
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| Keywords |
Professional development; Careers in nursing; Maori; Psychiatric nursing; Mental Health |
| Abstract |
Huarahi whakatu describes a pathway for recognising the expertise of nurses working in kaupapa Maori mental health services and recommends a professional development programme that can lead to advancement along the pathway. An emphasis on dual competencies – cultural and clinical – underlies the rationale for regarding kaupapa Maori mental health nursing as a sub-specialty. Eight levels of cultural competencies and twelve levels of clinical competencies are used to differentiate career stages and it is recommended that movement from one level to another should be matched by increased remuneration. The report also contains a recommended professional development programme to support the operationalisation of the career pathway. |
| Call Number |
NRSNZNO @ research @ |
Serial |
824 |
| Permanent link to this record |
