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Author Honey, M.; Waterworth, S.; Baker, H.; Lenzie-Smith, K.
Title Reflection in the disability education of undergraduate nurses: An effective learning tool? Type Journal Article
Year 2006 Publication Journal of Nursing Education Abbreviated Journal
Volume 15 Issue 11 Pages (down) 449-453
Keywords Nursing; Education; People with disabilities; Teaching methods; Evaluation
Abstract The aim of this qualitative study was to evaluate the usefulness of formal reflection in the context of undergraduate nursing education during the teaching of a disability module. Reflection is defined as examination and exploration of an issue of concern to help create or clarify meaning.Twelve reflection assignments written by second-year nursing students were analysed. The analysis indicated that students' reflection focused less on their experience of working with people with disabilities and more on their overall learning experience and coping with clinical practice. A central theme, Coping with Clinical Practice, and four sub-themes were identified. Students acknowledged reflection as beneficial to their learning and linked to their clinical practice.
Call Number NRSNZNO @ research @ Serial 839
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Author Wepa, D.
Title An exploration of the experiences of cultural safety educators in New Zealand: An action research approach Type Journal Article
Year 2003 Publication Journal of Transcultural Nursing Abbreviated Journal
Volume 14 Issue 4 Pages (down) 339-348
Keywords Cultural safety; Nursing; Education; Teaching methods; Organisational culture; Maori
Abstract This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organisational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout.
Call Number NRSNZNO @ research @ Serial 887
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Author Honey, M.
Title Flexible learning for postgraduate nurses: A basis for planning Type Journal Article
Year 2004 Publication Nurse Education Today Abbreviated Journal
Volume 24 Issue 4 Pages (down) 319-325
Keywords Nursing; Education; Technology; Teaching methods
Abstract This paper describes a survey undertaken with postgraduate nursing students in a university-based school of nursing in 2002 to establish their access to and use of computers and information technology for study. Whilst there was minimal flexibility and use of technology to support student learning for postgraduate nurses in the school, the university proposed increasing flexibility across all courses. This is in part a response to the increased internationalisation of education and developments in technology affecting programme design, delivery and support that can benefit teachers and students. The author notes that the findings of this survey form a basis for planning the introduction of flexible learning. Results indicated that not all students have convenient access to technology for study purposes, nor are they at the same level in terms of using technology.
Call Number NRSNZNO @ research @ Serial 699
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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 (down) 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
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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 (down) 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
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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 (down) 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
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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 (down) 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
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Author Kent, B.; Fineout-Overholt, E.; Wimpenny, P.
Title Teaching EBP: Part 2 – making sense of clinical practice guidelines Type Journal Article
Year 2007 Publication Worldviews on Evidence-Based Nursing Abbreviated Journal
Volume 4 Issue 3 Pages (down) 164-169
Keywords Evidence-based medicine; Teaching methods; Guidelines
Abstract
Call Number NRSNZNO @ research @ Serial 845
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Author Honey, M.; North, N.; Gunn, C.
Title Improving library services for graduate nurse students in New Zealand Type Journal Article
Year 2006 Publication Health Information & Libraries Journal Abbreviated Journal
Volume 23 Issue 2 Pages (down) 102-109
Keywords Nursing; Education; Evidence-based medicine; Teaching methods
Abstract This paper describes a collaboration between library staff and nurse educators, where information literacy skills are strengthened and embedded in the curriculum. A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. It was found that the university library services were not used by 43% of graduate nursing students . The library staff responded by developing a number of initiatives which aimed to improve awareness of services, access and provide education in a bid to improve literacy skills.
Call Number NRSNZNO @ research @ Serial 708
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Author Vallance, E.; Scott, S.
Title A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one Type Journal Article
Year 2003 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 19 Issue 2 Pages (down) 41-51
Keywords Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods
Abstract Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing.
Call Number NRSNZNO @ research @ Serial 556
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Author Wilson, S.; Carryer, J.B.
Title Emotional competence and nursing education : A New Zealand study Type Journal Article
Year 2008 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 24 Issue 1 (Mar) Pages (down) 36-47
Keywords Teaching methods; Communication; Nursing; Education; Nursing models
Abstract Explores the challenges encountered by nurse educators who seek to assess aspects related to emotional competence in nursing students. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
Call Number NRSNZNO @ research @ Serial 451
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Author Walker, J.; Bailey, S.
Title The clinical performance of new degree graduates Type Journal Article
Year 1999 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 14 Issue 2 Pages (down) 31-42
Keywords New graduate nurses; Professional competence; Nursing; Education; Teaching methods
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.
Call Number NRSNZNO @ research @ Serial 638
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Author Walker, J.; Bailey, S.; Brasell-Brian, R.; Gould, S.
Title Evaluating a problem based learning course: An action research study Type Journal Article
Year 2001 Publication Contemporary Nurse Abbreviated Journal
Volume 10 Issue 1/2 Pages (down) 30-38
Keywords Nursing; Education; Teaching methods
Abstract The purpose of this study was to evaluate how the New Zealand style of problem based learning was developing students' understanding and integration of knowledge. The 'pure' problem based learning process has been adapted to move students gradually from teacher direction to taking responsibility for their learning. Two cycles of an action research method were used, involving 4 lecturers and 17 students. Data was collected both quantitatively and qualitatively over a 16-week period. Findings indicated the importance of: explaining the purpose and process of problem based learning; communicating in detail the role of both students and lecturers; keeping communication lines open; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed.
Call Number NRSNZNO @ research @ Serial 695
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Author Spence, D.; Anderson, M.
Title Implementing a prescribing practicum within a Master's degree in advanced nursing practice Type Journal Article
Year 2007 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 23 Issue 2 Pages (down) 27-42
Keywords Advanced nursing practice; Education; Nurse practitioners; Prescribing; Teaching methods
Abstract This article reports the implementation of a collaborative project undertaken to monitor and improve the effectiveness of the prescribing practicum papers delivered within two Master's degree programmes in advanced nursing practice. The recent introduction of Nurse Practitioner registration in New Zealand has resulted in the development of a number of Master's degree programmes in which students can complete a Nursing Council of New Zealand approved programme for prescribing. For the study, a developmental action research approach was used. Data were collected through interviews with practicum students, their medical supervisors and academic staff. Formative findings were progressively used to refine delivery of the practicum papers and a thematic analysis of summative findings identified areas for further improvement. The findings suggest that the processes being implemented are developing well. The researchers recommend that further education is required to clearly differentiate medical and advanced nursing roles. They recommend that greater attention needs to be paid to the preparation of medical supervisors and, most significantly, revision of funding is required to more equitably support the ongoing development of nurses for advanced practice roles.
Call Number NRSNZNO @ research @ Serial 457
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Author Vallant, S.R.; Neville, S.J.
Title The relationship between student nurse and nurse clinician: Impact on student learning Type Journal Article
Year 2006 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 22 Issue 3 Pages (down) 23-33
Keywords Teaching methods; Students; Nursing
Abstract The purpose of this descriptive interpretive study was to explore relationships between student nurses and nurse clinicians. Eleven student nurses at the end of a three year Bachelor of Nursing programme in one institution participated in focus group interviews. Data gathered from the three focus groups were analysed using an inductive approach. Five categories, namely 'being invisible in the relationship', 'not stepping on toes', 'lost opportunities for learning', 'nurturance' and 'reciprocity' emerged from data analysis. These are presented with appropriate quotes to demonstrate the essence of participant experiences. Findings indicated that when students experienced relationships with clinicians as not being positive, this inhibited learning. Conversely, when students saw the clinician as participating actively and positively in the student/clinician relationship then student learning was enhanced. This evidence forms the basis for recommending further complementary research into the clinician's attitudes and perceptions related to their teaching role.
Call Number NRSNZNO @ research @ Serial 529
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