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Author |
Malcolm, H. |
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Title |
Patient privacy in a shared hospital room: Right or luxury? |
Type |
Journal Article |
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Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume  |
20 |
Issue |
1 |
Pages |
28-35 |
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Keywords |
Patient rights; Law and legislation; Nursing; Hospitals |
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Abstract |
In this article the author discusses the New Zealand legislation aimed at protecting the individual's right to privacy and concludes that practice may place healthcare consumers' rights at risk. While patient privacy should be of concern to all health professionals, the focus here is on the nurse's role in relation to recently formulated competencies published by the Nursing Council of New Zealand, which includes the recommendation that care be seen to exhibit an awareness of healthcare consumers' rights to privacy alongside the expectation that nurses question practices that compromise patient privacy. |
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Call Number |
NRSNZNO @ research @ 562 |
Serial |
548 |
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Author |
Wilkinson, J.A.; Huntington, A.D. |
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Title |
The personal safety of district nurses: A critical analysis |
Type |
Journal Article |
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Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
20 |
Issue |
3 |
Pages |
31-44 |
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Keywords |
District nursing; Occupational health and safety; Organisational culture; Risk factors |
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Abstract |
A workplace safety study of district nurses in New Zealand was conducted to explore personal safety experiences. A qualitative methodology informed by Critical Social Theory was employed. This paper details the findings and implications derived from data collected from six district nurses in two urban New Zealand health services who recalled incidents in which they felt their personal safety was compromised. Data were collected through individual interviews and a focus group discussion with the participants. Data analysis revealed two-fold risks to nurse safety; these were associated with client behaviour as well as risks embedded in the organisational structure. The findings suggest a number of practical issues involving basic security measures require urgent attention. The complex power relationships that shape the experience of nursing in a community impinged on the ability of the nurses in this study to confidently and safely fulfil their role. An organisational commitment to a culture of safety would help address the powerlessness experienced by district nurses. |
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Call Number |
NRSNZNO @ research @ |
Serial |
549 |
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Author |
Wong, G.; Sakulneya, A. |
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Title |
Promoting EAL nursing students' mastery of informal language |
Type |
Journal Article |
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Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
20 |
Issue |
1 |
Pages |
45-52 |
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Keywords |
Communication; Asian peoples; Education; Nursing |
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Abstract |
This article describes the development, delivery and evaluation of a pilot programme designed to help nursing and midwifery students from Asian and non-English speaking backgrounds improve their conversational skills in practice settings. Many such students, although previously assessed as competent in English, find that communication with patients and their families, and other health professionals is difficult. The study was conducted in a large tertiary educational institution in a major metropolitan centre. Each week for a period of 11 weeks students participated in an interactive session. Content for these was based on areas highlighted by a needs assessment involving interviews with both students and lecturers, and was subject to ongoing modification in response to feedback from participants. Evaluation questionnaires completed at the conclusion of the series indicated that students perceived the impact as positive. Students who attended regularly and were actively involved in the practice activities described gains in communication skills. From this it was concluded that further development of the pilot scheme was warranted in order to benefit English as an additional language (EAL) students enrolled in nursing and midwifery courses |
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Call Number |
NRSNZNO @ research @ 564 |
Serial |
550 |
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Author |
Wilkinson, J.A. |
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Title |
Using adult learning theory to enhance clinical teaching |
Type |
Journal Article |
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Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
20 |
Issue |
1 |
Pages |
36-44 |
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Keywords |
Critical thinking; Nursing; Education; Motivation; Theory |
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Abstract |
In this article four theories of adult learning theory are presented: self directed learning; experiential learning; constructivist theory; and critical thinking. These are discussed alongside theories about motivation to learn. Suggestions for how the theory may be applied to the clinical learning environment are offered. |
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Call Number |
NRSNZNO @ research @ 565 |
Serial |
551 |
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Author |
Chenery, K. |
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Title |
Family-centred care: Understanding our past |
Type |
Miscellaneous |
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Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
20 |
Issue |
3 |
Pages |
4-12 |
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Keywords |
History of nursing; Nurse-family relations; Paediatric nursing; Parents and caregivers |
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Abstract |
Oral history accounts of the care of the hospitalised child in the context of family are used to argue that current practice paradoxes in family-centred care are historically ingrained. The article looks at the post-war period, the intervening years, and current practice, centred on the changing concept of motherhood throughout that time. The conflict between clinical expediency versus family and child needs is explored. |
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Call Number |
NRSNZNO @ research @ 1113 |
Serial |
1098 |
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Author |
Jacobs, S. |
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Title |
Advanced nursing practice: Time and meaning |
Type |
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 |
29-39 |
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Keywords |
Advanced nursing practice; Nurse practitioners; Professional development; History of nursing |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
552 |
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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 |
Type |
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 |
Vallance, E.; Scott, S. |
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Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two |
Type |
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 |
40-49 |
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Keywords |
Problem solving; Critical thinking; Nursing; Education |
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Abstract |
In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge. |
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Call Number |
NRSNZNO @ research @ |
Serial |
555 |
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Author |
Vallance, E.; Scott, S. |
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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 |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
2 |
Pages |
41-51 |
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Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
556 |
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Author |
Nicol, M.J. |
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Title |
Genetics and nursing: Preparing for future health care development |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
2 |
Pages |
27-40 |
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Keywords |
Nursing; Education |
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Abstract |
The author discusses the impact of 'new genetic knowledge' on society and how molecular and clinical genetics are having an increasing influence on routine health care. Increasingly, nurses will be exposed to this new genetic knowledge and challenged to integrate it into their clinical practice in order to ensure that patients and families receive the best health care available. The paper reports the percentage of undergraduate nursing curricula devoted to teaching about genetics and considers how the fundamental principles of molecular genetics and the clinically relevant areas of genetics can be incorporated into pre- or post-registration education. |
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Call Number |
NRSNZNO @ research @ |
Serial |
609 |
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Author |
Carryer, J.B.; Boyd, M. |
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Title |
The myth of medical liability for nursing practice |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
4-12 |
Pages |
4-12 |
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Keywords |
Interprofessional relations; Law and legislation; Nurse practitioners; Advanced nursing practice |
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Abstract |
This article explores the complex nature of liability in the case of standing orders and vicarious liability by employers, and also when nurses and doctors are in management roles. The authors address misconceptions about medico-legal responsibility for nursing practice with the advent of nurse prescribers and nurse practitioners. They refer to the submission made by the College of Nurses Aotearoa (NZ) on the Health Practitioners Competence Assurance Act (2003), and discuss practice liability and nurse-physician collaboration. |
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Call Number |
NRSNZNO @ research @ 624 |
Serial |
610 |
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Author |
Mortensen, A.; White, G.E. |
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Title |
The process of destigmatisation: The work of sexual health nurses |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
1 |
Pages |
32-39 |
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Keywords |
Nursing specialties; Sexual and reproductive health; Attitude to health |
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Abstract |
The focus of this article is on the findings of a grounded theory study of sexual health nursing in New Zealand. Nurses' experiences of providing sexual health care are described and theoretical explanations generated. The emphasis in this article is on countering stigma which emerged as a recurrent problem for nurses in the study. A comparative analysis of the nurses' counter reactions with Gilmore and Somerville's (1994) model of stigmatised reactions towards people with sexually transmitted diseases was done. The model describes the processes of disidentification, depersonalisation, scapegoating, and discrimination, which characterise stigmatised reactions. Nurses' understandings of the impact of socioeconomic conditions and gender/power relations in society have an important role to play in how nurses manage care. The concept of destigmatisation, which seeks to counteract negative social attitudes, is discussed. The study showed that as a consequence of their work nurses in this study encountered professional stigma and marginalisation. |
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Call Number |
NRSNZNO @ research @ 626 |
Serial |
612 |
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Author |
Milligan, K.; Neville, S.J. |
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Title |
The contextualisation of health assessment |
Type |
Journal Article |
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Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
19 |
Issue |
1 |
Pages |
23-31 |
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Keywords |
Cross-cultural comparison; Evaluation; Nursing |
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Abstract |
The authors defines health assessment and argue that it is a tool nurses should be using as a means of improving health outcomes for clients. The skills involved in health assessments are analysed, and four levels of data gathering are identified. The authors present an historical perspective, tracing the development of these skills as they have been incorporated in nursing practice in North America and Australia. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1095 |
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Author |
Brasell-Brian, R.; Vallance, E. |
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Title |
Clinical practice/education exchange: Bridging the theory-practice gap |
Type |
Journal Article |
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Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
18 |
Issue |
1 |
Pages |
17-26 |
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Keywords |
Education; Interprofessional relations |
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Abstract |
This article positions clinical practice/education exchange (CPEE) within nursing literature and presents narrative accounts from a nurse educator and clinician who exchanged jobs for one year. This type of exchange, between education institutes and service areas where students are placed, is a new concept. The aim is to enhance student learning and facilitating meaningful links between theory and practice for them. |
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Call Number |
NRSNZNO @ research @ |
Serial |
613 |
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Author |
Fourie, W.; Oliver, J.D. |
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Title |
Defining currency of practice for nurse educators |
Type |
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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