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Author |
Walton, J.A. |
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Title |
The night-time experience of elderly hospitalized adults and the nurses who care for them |
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1989 |
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Abbreviated Journal |
Massey University Library |
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This is a report of a study into the night-time experience of elderly hospitilised adults and the nurses who care for them. A grounded theory approach was used for the analysis of data and subsequent generation of a theoretical description an partial explanation of patient experiences, nursing actions and nurse-patient interactions.Data were gathered through observation, interview, document audit and literature review; tow general medical wards in a large regional hospital were the focus of field methods of data collection.It is argued that the night-time experiences of elderly hospitalized adults are to a large degree dependent on the individual patterns of sleep and waking behaviour of these people in their normal environments. If individualised care is given, nurses must be aware of people's usual patterns of behaviour.Nurses working at night engage in a series of complex decision sin the course of their interaction with patients. They work under constraints not present during the daytime, and are highly dependent on co-operation from colleagues on other shifts for information which would enable them to deliver optimum care at night. At the same time, night nurses have access to information from and about patients which would be invaluable to a total assessment of any patient's health state.Considerations of sleep and sleep are relevant to nurses working all shifts. The findings of the study have implications in terms of nurses' knowledge of all aspects of sleep; assessment practices; nurse-patient and nurse-nurse communication; nurse-patient relationships at night; wars management; and the independence of nurses |
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NRSNZNO @ research @ 179 |
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179 |
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Author |
Walton, J.A. |
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Title |
Schizophrenia, a way of being-in-the-world |
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1995 |
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Massey University Library |
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NRSNZNO @ research @ 180 |
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180 |
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Author |
Wenn, J. |
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Title |
Hospital information systems: a nursing viewpoint |
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1983 |
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Massey University Library |
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NRSNZNO @ research @ 181 |
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181 |
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Author |
White, J.M. |
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Title |
Becoming a resident |
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1992 |
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Massey University Library |
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NRSNZNO @ research @ 182 |
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182 |
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Author |
Parmee, R.-A. |
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Title |
Living and working with asthma: a dynamic interplay |
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1997 |
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Victoria University of Wellington Library, Otago P |
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This action research study explores the experiences of 'patient education' from the perspective of a group comprising two nurses, two people with asthma, and the researcher who is a nurse who has asthma. The method used is emancipatory action research (Grundy, 1990) with critical social theory and feminism as theoretical underpinnings.The focus moves from patient education to a broader view of living and working with asthma. The story of the group is presented in the format of a play. A play within the play tells of living and working with asthma.An action research spiral is formed which reflects the way the group moves through the three modes of action research described by Grundy (1990). The acts of the play represent each of the stages of the action research process. The emphasis moves from power and control through to practice wisdom.The main issues explored are: the nature of patient education by nurses; the implications this has for relationships with patients and nursing education; power and control in the secondary setting; the lived experience of chronic illness and the practice wisdom of nurses and people with asthma. The work concludes with recommendations for change in each of these areas based on the work of the group |
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NRSNZNO @ research @ 183 |
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183 |
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Author |
Woods, M. |
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Title |
The ethical preparation and practice of nurses: a pilot research project |
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Year |
1992 |
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Massey University Library; Manawatu Polytechnic Li |
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This research project studied the ways in which nurses are educationally prepared for, and responded to, ethical problems in practice. The study involved both descriptive and analytical-interpretive methods that provided information and insights on the given aims of the research. The research findings indicated that nurses were educationally ill prepared in the area of nursing ethics. It also maintained that nurses that nurses were quite able to correctly identify ethical issues in their practice, but felt restrained about their freedom to act autonomously in response to these issues |
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NRSNZNO @ research @ 184 |
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184 |
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Author |
Sherrard, I.M. |
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Title |
Living with a damaged body |
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1996 |
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Massey University Library, UNITEC Library, Auckla |
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Grounded theory was used to investigate the lives of quadriplegic people living in the community. The model indicates that people move between dependence and independence according to several factors |
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NRSNZNO @ research @ 185 |
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185 |
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Author |
Woods, M. |
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Title |
Nursing ethics education and contemporary concerns: a reflective report |
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Year |
1994 |
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Abbreviated Journal |
Manawatu Polytechnic Library; Massey University Li |
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This report builds upon previous research undertaken in 1992 entitled 'the ethical preparation and practice of nurses: a pilot research project'. The overall aim was to compare new data with the results and tentative conclusions of the earlier research. Following two years of data gathering and analysis and discussions with diverse groups of experienced nurses, the conclusions of the earlier study were re-appraised in light of the contemporary developments in nursing ethics. The main conclusion of the research was that several nurses already possessed an ethic that was appropriate for their practice, but that it was unrecognised by other health professionals |
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NRSNZNO @ research @ 186 |
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186 |
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Author |
Woods, M. |
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Title |
Maintaining the nursing ethic: a grounded theory of the moral practice of experienced nurses |
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1997 |
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Massey University Library, Palmerston North |
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This thesis presents a study of the every-day moral decision making of experienced nurses. Eight experienced registered nurses participated in the completed research that is based on data gathered through interviews, document audit and literature review. A grounded theory approach was used to analyse the extensive data gathered for the study. This methodology generated a theoretical description involving the antecedents, processes and consequences of nursing moral decision making.Nursing practice has moral content, if not an entirely moral purpose, and moral decision making is the central component of this practice, yet the ethical aspects of nursing practice remain a comparatively recent field of study. It is therefore essential to nurses and their patients that this process is adequately studied and theorised. To date, very few studies have been undertaken in this area in New Zealand. This study aims to at least partially redress this situation by offering insights through conceptualisation and theoretical description of nursing moral decision making.The findings of the study reveal that antecedents such as personal moral development, upbringing and social experiences, contribute to a 'nursing ethic' in the moral decision making of experienced nurses. Furthermore, the study shows that the context and individual and shared perceptions of moral events influence the degree of nursing involvement in ethical situations. Finally, the study maintains that an intrinsic and persistent nursing ethic guides ethical decision making in nursing. This ethic is an undeniable phenomenon of considerable significance to nursing practice and education |
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Call Number |
NRSNZNO @ research @ 187 |
Serial |
187 |
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Author |
Roy, D.E. |
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Title |
Exploring the realities: the lived experienced of chronic rheumatoid arthritis |
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Year |
1995 |
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Massey University Library, UNITEC Institute of Te |
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Rheumatoid arthritis is a chronic, systemic inflammatory disease of the connective tissues. People with rheumatoid arthritis often experience chronic pain, chronic fatigue and functional impairment for a large apart of their lives. The cause of rheumatoid arthritis is unknown, with three times more women than men being affected. There are many women who live with rheumatoid arthritis throughout much of their adult lives. Women with rheumatoid arthritis face the challenges and stresses of parenting, partnerships, and employment along with the need to cope with a chronic and increasingly debilitating disease.A review of the literature related to rheumatoid arthritis reveals a dearth of qualitative research, with few studies that focus specifically on women even though they constitute a significant percentage of the client group. Little is known from the clients' perspective of what it is like to live with chronic rheumatoid arthritis. This study, a single-participant case study using a phenomenological analysis, explores one woman's' reality of living with rheumatoid arthritis. As this woman's story unfolds, it is revealed how daily living with rheumatoid arthritis had been incorporated into a new way of being-in-the world. Her way of being-in-the-world is such that rheumatoid arthritis is very much a reality, impacting on most aspects of her life. Yet it does not dominate, as she continues with a very full and active life despite this disease |
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Call Number |
NRSNZNO @ research @ 188 |
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188 |
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Author |
Robertson-Green, B. |
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Title |
Enabling choice, public health nurses' perceptions of their work with children and their families |
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Year |
1993 |
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Abbreviated Journal |
Massey University Library |
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This is a grounded theory study which looked at the perceptions of public health nurses regarding their work. This study focuses on their work with children within the context of their families and their communities |
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Call Number |
NRSNZNO @ research @ 189 |
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189 |
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Author |
McRae, B.H.T.K. |
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Title |
Peer review: organisational learning for nurses |
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Year |
1998 |
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Abbreviated Journal |
Massey University Library |
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NRSNZNO @ research @ 190 |
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190 |
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Author |
Griffin, E.; Walker, J. |
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Title |
Best health care practices for women with disabilities from the perspective of three community health practitioners |
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Miscellaneous |
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There is a dearth of information about community-based health promotion ortreatment services for women with disabilities in New Zealand. Little is also knownabout what health care providers perceive are the best ways to provide theseservices.This study examines the question “ What are the best health care practices fordisabled women?” An exploratory, descriptive approach was used to interview threehealth professionals (one nurse and two doctors) working in two different generalpractices, regarding their perspective of this question. These health professionalswere identified by women with disabilities as providing a quality service to them.Data was collected on their philosophy of care, definitions of disability, professionaleducation and range of primary medical and nursing care provided. The data wasanalysed for recurring themes related to each of the semi-structured interviewquestions. The characteristics of 'best health care' were found to include:client-centered care, communication and equality of care. The findings have beendiscussed in relation to the recommendations from the 1993 National AdvisoryCommittee on Core Health and Disability Support Services and feminist literature |
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Call Number |
NRSNZNO @ research @ 193 |
Serial |
193 |
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Author |
Walker, J. |
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Title |
Co-operative learning: an effective teaching method for tertiary education? |
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1996 |
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Author, Christchurch Polytechnic Library |
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Tertiary education aims to develop specialist knowledge and the graduates' ability toapply the knowledge and skills to function effectively in their chosen career or work.Employers have criticised tertiary education when graduates cannot workco-operatively or independently in the work setting and teachers look for alternativesto lecturing to help develop these abilities. Cooperative learning (CL) is one suchmethod and this paper reports on a literature review and pilot study which exploredthe use of CL in a tertiary setting. The study was guided by three questions: 1) Whatarea the teacher's conceptions of effective learning and teaching? 2) How are theyusing CL and what is their role? 3) How are they assessing CL classes?Data was collected through in-depth interviews, using semi-structured questions,with three female and one male teacher from different disciplines in an urbanpolytechnic. Responses to each question were analysed thematically for recurringcodes and these were grouped into categories. Effective teaching was seen aswhere teachers facilitated the learning process by selecting appropriate teachingmethods, fostering classroom climate and monitoring learning. Effective learning waswhere students were actively engaged in the learning process and demonstratedtheir understanding and application of knowledge and skills. CL was used in avariety of ways and their role was to use strategies to foster the learning processand monitor learning. Assessment involved both individual and group presentations.Issues related to cooperative learning are discussed and recommendations forteaching made |
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Call Number |
NRSNZNO @ research @ 194 |
Serial |
194 |
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Author |
Walker, J. |
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Title |
Learning psychomotor skills: Is Kolb's experiential learning cycle effective? |
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1994 |
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Marjorie Manthei, Academic Division Manager, Chris |
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The move to nursing degrees has encouraged educators to use student centredteaching methods which develop problem solving skills, critical thinking andreflection. Kola's Experiential learning cycle is proposed as one method to developsome of these skills. The study compared the effectiveness of three differentmethods of teaching the instillation of eye drops and application of an eye pad. Asample of 73 volunteers from a Diploma of Nursing programme were systematicallyassigned to one of three groups. The modified experimental design consisted of acontrol group (tutor demonstration and student practice), Kolb's group (teachingusing the experiential cycle) and the SDL group (self directed learning using writteninformation with no tutor instruction or feedback). Participants rated their confidence,competence and the amount of thinking, analysis, guidance and problem solvingbefore and after each method.Results for instilling eye drops indicated that there were no significant differences onthe pre-test ratings and a marginally significant difference (p=0.06) on the post testratings across the teaching methods. Results for the eye pad showed no significantdifferences on pre-test or post-test ratings across the methods. Students learnt by allmethods and the differences, if there were any, were not large enough to bedetected in this study. There was a significant difference in problem solving and tutorguidance across the methods due to the low ratings of the SDL group. There was nosignificant difference in thinking, analysis or partner guidance across the methods |
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Call Number |
NRSNZNO @ research @ 195 |
Serial |
195 |
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