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Parr, J.E. |
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The stories of colleagues, patients and their partners reflecting on the impact a life threatening cancer has on intimacy and sexual needs |
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1998 |
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Victoria University of Wellington Library |
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NRSNZNO @ research @ 349 |
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349 |
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Author |
Crowe, M. |
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Title |
Doing what no normal woman would do |
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1999 |
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Department of Film,Media &Cultural Studies Griffit |
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This text begins with a discourse analysis of the Diagnostic and Statistical Manual of Mental Disorders (fourth edition, 1994 – DSM -IV- to illustrate the discursive construction of mental disorder. The analysis identifies how productivity, moderation, entariness and rationality are constructed by this psychiatric discourse as the fundamental attributes of normality. It is argued that this discursive construction of normality has particular implications for the subject positions available to women.The text explores how those subject positions are constituted by analysing the narratives of women who have been diagnosed as having a mental disorder. Its object is to explore how the categories 'mental disorder' and 'women' are constituted; the effect this has on some women's experiences; and to offer a feminist interpretation of those experiences. The text explores the meaning of these women's experiences and proposes that their responses can be regarded as tactical responses to the non-recognition, or disconfirming recognition, accorded to the subject positions available to them.The women's tactical responses although taking different forms, reveal some commonalities in their responses to a lack of recognition for their performances: shame regarding the body which marks them as women; a sense of meaningless and emptiness in the available performances; a sense of themselves as objects for the use of others; passive performances as self-protective tactics; a need to suppress anger; and a tension between cultural expectations of normality and their own subjective experiences. The tactical responses that these women had employed take the form of over-conformity, withdrawal and resistance. They reflect that Sass (1992:58) describes as attempts to escape the 'form of the real'. It is the women's body which establishes her engendered subjectivity and it is through the body that the tensions related to her expected performances emerge. Each women's tactical response is imbued with multiple and sometimes contradictory meanings that may represent their ambivalence in relational to the cultural expectations for productive, moderate, unitary and rational performances. To enable the meaning of the women's distress to emerge it is necessary that it be recognised by interpretations that reflect their multiple and contradictory form.Alternative readings of these women's tactical responses position the desire for recognition as central. It proposes that it is necessary to pay attention to both the literal and figurative functions of language. The possibility of 'advancing our understanding of social life' (Gergen, women constructed as mentally disordered. These readings of the narratives require an understanding of the context and construction of the narrator's life and opens up the possibility for multiple understandings that do not necessarily privilege productivity, moderation, unitariness and rationality.By attending to the significance of the women's narratives this text proposes that the DSM-IV's (1994) construction of mental disorder of effectively marginalises women's experiences of their culturally determined subject positions. It acknowledges the need to understand how women symbolize their distress in a way that creates and communicates meaning |
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NRSNZNO @ research @ 352 |
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352 |
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Isles, P. |
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What difference does academic study make to the practice of RGN's or RGON's? – a longitudinal study in progress 1999 |
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1999 |
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NRSNZNO @ research @ 353 |
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353 |
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Clinical Training Agency, |
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Title |
National review of clinical training agency funded advanced mental health nursing programme |
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1998 |
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CTA – HFA – NZNO Library |
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In 1997, Advanced Mental Health Nursing Programmes were funded nationally by the Clinical Training Agency using the funds made available subsequent to the 1996 Mason Report. The training leads to an award of either a post graduate certificate or diploma awarded by a tertiary education provider.A review was conducted with the aim to monitor the impact on service provision of advanced mental health nurse practitioner training. This was done by obtaining feedback through using an agreed standard questionnaire from course participants and mental health service providers.In seeking to learn more about the impact of these programmes, the CTA identified the following key issues:- what effect the courses may have had on mental health workforce make-up, skills and retention.- perceptions of programme delivery and content.- the impact on service delivery.Overall findings are shared which highlight that the course was seen as well organised and participants and service providers would recommend it to their colleagues. The greatest effect of the course appeared to be in developing more understanding of clinical supervision. Participating in the course had also led to positive changes in relationships with the clients and colleagues for more than three quarters of the group.The provision of an Advanced Mental Health Nursing Programme in 1997 has had many positive effects. The funding strategy and delivery models that have evolved may provide a useful template for other nursing specialty areas |
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NRSNZNO @ research @ 355 |
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355 |
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Peters, B.C. |
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The perceived image and role of the nurse: an exploratory study of registered nurses' professional self-image |
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1988 |
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University of Waikato Library |
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This study explores the professional self-image of registered nurses, and investigates whether there were significant differences between Registered General and Obstetric nurses, and Comprehensive nurses; full-time staff; and between the work areas of Surgical, Medical and Obstetrics.A questionnaire designed by the researcher was used too collect data. From a stratified random sample of 230, a total of 209 Staff Nurses at Waikato Hospital completed the questionnaire (91% response). The sample was stratified by qualification, by type of employment, and by area of work.Results showed that overall in this study held a self-image not in keeping with the modern changing role of nursing. Significant differences were frequently found between full-time and part-time staff, and even fewer between the areas of work.Based on he results of this study, it was concluded that urgent action in needed to improve the self-esteem and self-image held by nurses, and even further research needs to be conducted into the following areas: attitudes, values and images held by nurses; attitudes and images held by the public, by patients and by student nurses |
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NRSNZNO @ research @ 357 |
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357 |
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Davy, R. |
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Evaluation of the impact on the quality of women who have participated in a nursing education session on menopause |
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1999 |
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Objective; The objective of this study is to determine if attending a nursing education session on menopause has an impact on women's management of their menopausal symptoms and consequently their quality of life for women aged 40 to 60 years. The hypothesis is that women attending education sessions will start or increase health promotion activities which will reduce menopausal symptoms and thus improve their quality of life.Design and method; Two questionaires were given to the women on the day of the education sessions and another questionnaire was sent to the participant three months later. The sample of 30 completed questionnaires includes feedback from Pacific Island women. A combination of quantitative and qualitative methods were used. The measure of quality of life has been based on the level of impact of menopausal on each women's life before the education session and three months later.Results; Initial analysis indicates that diet, exercise and time out were most commonly reported health activities utilized for relief of symptoms with HRT and herbal remedies used less often. Three months after the education session there was a significant reduction in the impact of symptoms in most categories with 140 incidences of total disappearance of symptoms, 24 incidences of reduction of symptoms, 17 incidences of symptoms increasing while 36 symptoms remained unchanged. Only one woman reported that she continued to have no control over her symptoms while the rest of the sample indicated that they had some or total control. The most common changes in health promotion activities were reduction in caffeine, exercise, relaxation and lubrication with sex. Herbal, homeopathy, dietary and hormone treatment rated low in health activities after the three months.Conclusion; Initial analysis indicates that menopausal symptoms has significantly improved for the majority of women who attended the nursing education session |
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NRSNZNO @ research @ 358 |
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358 |
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Nelson, C.M. |
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An exploration of factors affecting registered nurses participation in continuing education |
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1993 |
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Wellington Polytechnic Library |
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A qualitative study of factors affecting four registered nurses participating in continuing education.Data was collected through unstructured interviews and then analysed using themetic analysis The data revealed that the nurses had ambient feelings towards the benefits of post registration nursing education and that these were many work related, supervisal, and financial and logistial barriers affecting their ability to participate in further study. The nurses were also disturbed and frustrated by a lack of clinically based programmes for them to attend. Implications from this study are discussed and recommendations are presented |
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NRSNZNO @ research @ 359 |
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359 |
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Author |
Bride, A.M. |
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Contract clinical tutors experience of working with Bachelor of Nursing students in clinical practice |
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1999 |
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Victoria University of Wellington Library |
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The aim of this qualitative study is to explore four clinical tutors' perceptions of their role on facilitating Bachelor of Nursing students' learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students.Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so that their role as supervisor, teacher, facilitator, guide ands mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adapted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas.Focus groups interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic.A two hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors. |
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NRSNZNO @ research @ 361 |
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361 |
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Author |
Cooney, C. |
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The ICN international classification for nursing practice project. Terms used by community-based mental health nurses to describe their practice |
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1996 |
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Massey University Library |
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The ICN International classification for nursing practice project.Terms used by Community-based Mental Health Nurses to describe their practice.In December 1995 a team of advisors from throughout the Asia and pacific region gathered in Taipei, Republic of China, for the International Council of Nurses (ICN) International Classification of Nursing Practice (ICNP) project. During the week long workshop the early draft Classification architecture was presented and exercises were undertaken to test the relevance and accuracy of selected Terms and associated characteristics from the classification. The team of Consultants, who have been working on the Classification since 1990, identified that the most underdeveloped aspects of the hierarchy were community health and mental health nursing. They encouraged the team of Advisors to conduct research with nurses to add to these areas of the Classification in particular.The purpose of the ICP is to make nursing visible through an internationally accepted language which represents nursing diagnoses, interventions and outcomes. The classification is sponsored by ICN and follows a format similar to the WHO International Classification of Diseases (ICD) which is used extensively throughout the world to statistically record work completed by medical practitioners.The research undertaken at Lakeland Health with five Community-based Mental Health Nurses used the retrospective method of nursing diagnosis validation tool and field exercise method provided by the ICNP Consultant team. These were underpinned by participatory action research methodology. Over four sessions the participants identified six Terms and then field tested each to assess the relevance of that Term in practice. At the weekly sessions the participants shared their reflections on the validity of each Term and discussed other outcomes resulting from their involvement in the research process.The research report outlines the ICNP project and associated literature, explains the research methodology, identifies the resulting Terms and characteristics ready for submission to the ICNP Consultant team and examines outcomes from involvement in the participatory process |
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NRSNZNO @ research @ 363 |
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363 |
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Dickinson, A.R. |
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Managing it: a mother's perspective of managing their pre-school child's acute asthma episode |
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1997 |
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Massey University Library |
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NRSNZNO @ research @ 367 |
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367 |
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MacDonald, S. |
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Having attitude: nurses' perceptions of the qualities and skills needed to successfully nurse the 10 -24 year old client |
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1999 |
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Massey University Library, Whitireia Community Po |
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This thesis presents a grounded theory study following Glaser's methodological stance. It explores nursing of the 10-24 year old client through interviews with thirteen registered nurses. The participants worked in a variety of clinical settings including community, hospital and specific adolescent services. From the analysis of the data emerged the complexity of the nurses work with the chosen age group. The study identifies that the quality of the nurse/client encounter may enable the young person to feel accepted and to be empowered to make their own health choices.This thesis identifies how Having Attitude is seen by the nurse participants as critical in the care of the young person. Having Attitude is about the nurse balancing the dependence/independence needs of the young person with their family and peers, and about being acceptable to the client. This results from the work of the nurse which is characterised by the nurse being competent' and 'being supportive whilst taking into account all of the socio-political factors that effect the nurses working situation. The socio-political context impacts upon the young persons life in terms of the types of health issues they have, and the availability and affordability of appropriate health services. It also impacts on the environment in which the nurse works, in terms of the complexity of the concerns with which young people present, current health reforms and funding issues. The nurse needs to have a broad knowledge base and ability to work within a complex situation. Nurses believe they can make a difference to the young persons health experience when they are supportive, competent and have attitude |
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NRSNZNO @ research @ 368 |
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368 |
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Skinner, J. |
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The jewel in the crown: a case study of the New Zealand College of Midwives Standards review process in Wellington |
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1998 |
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Victoria University of Wellington Library |
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NRSNZNO @ research @ 369 |
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369 |
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Parsons, C.D.F. |
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Reflexive accounts of the related symbols 'communication', 'self-reflection' and 'emancipation' |
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1978 |
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University of Waikato Library |
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NRSNZNO @ research @ 372 |
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372 |
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Author |
Parsons, C.D.F. |
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Title |
Sickness experience and language: aspects of Tongan and Western accounting |
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1981 |
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University of Waikato Library |
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NRSNZNO @ research @ 373 |
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373 |
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Pearson, J.R.; Joyce, M.; Khull, J.; MacDonald, S.; Norrish, S.; Southwick, M.; Wilks, T. |
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Beginning the journey to self reflective practice. A study of teaching and learning in the first year of the Diploma in Nursing programme at Whitireia Community Polytechnic |
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1993 |
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Author, Whitireia Community Polytechnic Library |
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This research project was undertaken with the aim of making teaching and learning processes in the first year of the programme explicit to ensure successful strategies could be replicated and limitations addressed. Action research methodology was utilized to explore which tutors and students the philosophy of teaching, the student/tutor relationship, preferred learning styles and teaching methods, and influences on student learning. Findings elucidated that the philosophy and teaching methods used in the programme were congruent with the goals of the Polytechnic,, the curriculum aims, and current nursing ideologies. Students preferred small group, interactive teaching, did not always rate their ability accurately, and tended to downgrade their ability and did progressively less preparatory work for classes as the year progressed. Factors that impacted on the learning of this mainly mature group were external to the programme and included paid employment, family responsibilities, unexpected life events, lack of time and/or space to study, and financial problems. The research was used to determine the structure of the first year of the 1994 Bachelor of Nursing programme which articulated more clearly the process and pathway for students to become self directed learners. The research process was challenging and provided many useful insights for tutors and students |
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Call Number |
NRSNZNO @ research @ 374 |
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374 |
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