| |
Records |
Links |
|
Author |
Poffley, Cara |
|
| |
Title |
Everything matters: Exposing the complexity of stakeholder collaboration in clinical education for undergraduate nursing students |
Type |
Book Whole |
| |
Year |
2022 |
Publication |
|
Abbreviated Journal  |
|
|
| |
Volume |
|
Issue |
|
Pages |
221 p. |
|
| |
Keywords |
Nursing education; Acute care; Clinical competence; Clinical supervision; Surveys |
|
| |
Abstract |
Explores the complexity of values and beliefs along with contextual factors that enable and constrain stakeholder collaboration between student nurses, registered nurses in clinical practice, and academic clinical educators. Gathers data through focus groups and individual interviews to identify how and when collaboration among the stakeholders occurs. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1840 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Meeks, Maggie; Miligan, Kaye; Seaton, Philippa; Josland, Heather |
|
| |
Title |
Interprofessional education: let's listen to the students |
Type |
Journal Article |
| |
Year |
2023 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
39 |
Issue |
2 |
Pages |
|
|
| |
Keywords |
Interprofessional education (IPE); Nursing students; Medical students; Focus groups |
|
| |
Abstract |
Invites pre-registration nursing and medical students to write down questions to ask of students in the other discipline. Provides these questions for discussion in a facilitated interprofessional group session. Uses descriptive thematic analysis to inductively analyse the written data, from which three themes emerged: lack of knowledge about each profession, misperceptions about the other profession, and the desire to develop interprofessional relationships. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1858 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Brinkman, A. |
|
| |
Title |
Collating for collaboration: Tertiary education funding structures |
Type |
Report |
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
Available from http://www.nzno.org.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Policy |
|
| |
Abstract |
The nursing education environment is complex and varied, and is affected by both the education and health systems. This report backgrounds the funding systems that underwrite the Tertiary Education Commission (TEC) processes. The two primary objectives that have guided this collation are: to stimulate awareness and discussion of the issues around funding nursing education in New Zealand; and to promote understanding of the complex funding structures currently in place in New Zealand by students, nurses, nurse educators and nurse managers. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1330 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Clunie, S. |
|
| |
Title |
The current trend and importance of postgraduate education for nurses |
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 |
18-23 |
|
| |
Keywords |
Nursing; Education; Professional development; Leadership; Policy |
|
| |
Abstract |
The purpose of this essay is to examine why postgraduate education has become so important, to examine some of the issues around mandatory continuing education and the practical effect of this on a nursing career. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition programmes is discussed along with the need for strong nursing leadership. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1207 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McDonald, S.; Willis, G.; Fourie, W.; Hedgecock, B. |
|
| |
Title |
Graduate nurses and their experience of postgraduate education within a Graduate Nurse programme |
Type |
Report |
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Copies can be obtained from The Department of Nursing and Health Studies, Manukau Institute of Techn |
|
| |
Volume |
(Monograph Series 2/2007) |
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; New graduate nurses; Teaching methods; Students |
|
| |
Abstract |
The authors note that the literature identifies that the transition from tertiary based training to the realities of industry expectations can be a stressful period for graduates. Various District Health Boards offer postgraduate papers within their graduate nursing programmes, resulting in graduates being expected to perform the role of a beginning practitioner as well as embark on postgraduate education during this first year. As yet, the authors note, there is little evidence available to substantiate the efficacy and impact of such papers. The purpose of this study was to explore graduate nurse's experience of postgraduate education within the Graduate Nurse Programme. The report contains the results of a survey of nurses within the Programme. This report details the results of that survey and make recommendations for consideration. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
911 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, Michelle; Collins, Emma; and Britnell, Sally |
|
| |
Title |
Education into policy: Embedding health informatics to prepare future nurses -- New Zealand case study |
Type |
Journal Article |
| |
Year |
2020 |
Publication |
Journal of Medical Internet Research Nursing |
Abbreviated Journal |
JMIR Nursing |
|
| |
Volume |
3 |
Issue |
1 |
Pages |
1-7 |
|
| |
Keywords |
Health informatics; Nursng education |
|
| |
Abstract |
Explores how health informatics can be included in undergraduate health professional education. Uses a case study approach to consideer health informatics within undergraduate nursing education in NZ, leading to the development of nursing informatics guidelines for nurses entering practice. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1772 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Blackie, S.A.H. |
|
| |
Title |
Women, work, study and health: The experience of nurses engaged in paid work and further education |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Parents and caregivers; Nursing; Education |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
789 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Davenport, F.A. |
|
| |
Title |
Dying to know: A qualitative study exploring nurses' education in caring for the dying |
Type |
|
| |
Year |
2004 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Terminal care |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1111 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Hardcastle, J. |
|
| |
Title |
What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Intensive care nursing; Nursing; Education |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1116 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Richardson, F.I. |
|
| |
Title |
What is it like to teach cultural safety in a New Zealand nursing education programme? |
Type |
|
| |
Year |
2000 |
Publication |
|
Abbreviated Journal |
Massey University Library; NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Cultural safety; Nursing; Education; Transcultural nursing; Maori |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
872 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Bennison, C. |
|
| |
Title |
Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand |
Type |
|
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Emergency nursing; Nursing; Education |
|
| |
Abstract |
ABSTRACT
BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system.
AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ).
METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of
Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS).
RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study.
CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1291 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Stokes, G. |
|
| |
Title |
Who cares? Accountability for public safety in nurse education |
Type |
|
| |
Year |
2005 |
Publication |
|
Abbreviated Journal |
Online at Research Space @ Auckland University |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Accountability; Patient safety |
|
| |
Abstract |
The focus of this study is the management of unsafe nursing students within the tertiary education context. The moral dilemmas experienced by nurse educators, specifically linked to the issue of accountability for public safety, are explored. The theoretical framework for the thesis is informed by the two moral voices of justice and care identified by Gilligan and further developed using the work of Hekman and Lyotard. Case study methodology was used and data were collected from three schools of nursing and their respective educational organisations. Interviews were conducted with nurse educators and education administrators who had managed unsafe nursing students. Interviews were also conducted with representatives from the Nursing Council of New Zealand and the New Zealand Nurses Organisation to gain professional perspectives regarding public safety, nurse education and unsafe students. Transcripts were analysed using the strategies of categorical aggregation and direct interpretation. Issues identified in each of the three case studies were examined using philosophical and theoretical analyses. This thesis explores how students come to be identified as unsafe and the challenges this posed within three educational contexts. The justice and care moral voices of nurse educators and administrators and the ways in which these produced different ways of caring are made visible. Different competing and conflicting discourses of nursing and education are revealed, including the discourse of safety – one of the language games of nursing. The way in which participants positioned themselves and positioned others within these discourses are identified. Overall, education administrators considered accountability for public safety to be a specific professional, nursing responsibility and not a concern of education per se. This thesis provides an account of how nurse educators attempted to make the educational world safe for patients, students, and themselves. Participants experienced different tensions and moral dilemmas in the management of unsafe students, depending upon the moral language games they employed and the dominant discourse of the educational organisation. Nurse educators were expected to use the discourses of education to make their case and manage unsafe students. However, the discourses of nursing and education were found to be incommensurable and so the moral dilemmas experienced by nurse educators were detected as differends. This study bears witness to these differends. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1106 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Stewart, C.M. |
|
| |
Title |
“Caring as the heart of nursing education” |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Education; Nursing; Nurse-patient relations |
|
| |
Abstract |
Literature and discussion on the role of caring theory in nursing has been in evidence for at least the past 30 years. Many nursing theorists have identified caring as the heart of nursing. Nursing is a profession involved and concerned with relationships. These relationships begin in the schools of nursing, and are continued into the clinical practice setting. Curriculum development is focused on ensuring nurses are prepared for the real world of practice. It is the author's belief, that nurses who receive their education in an environment where caring is modelled and evidenced throughout the curriculum, become nurses who continue to practice in a caring way. This dissertation will demonstrate that Swanson's (1991) five caring processes provide a framework to evidence caring practice within a nursing curriculum. The author believes this topic needs to be discussed as schools of nursing continue to review their curricula to prepare nurses for an ever changing and challenging health environment. This dissertation explores the question, 'If caring is at the heart of the profession of nursing, is it also at the heart of nursing education?' The author's objective is to inform the reader, and perhaps encourage educators to be courageous in the demonstration of caring practice, and in the development of caring curricula. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
499 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Kinniburgh, L. |
|
| |
Title |
Treaty of Waitangi education: A pakeha woman's reflections on her journey |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Treaty of Waitangi; Teaching methods; Education; Nursing |
|
| |
Abstract |
This thesis uses an autoethnographic method to describe the author's personal journey and the influences on teaching the Treaty of Waitangi in the School of Nursing at Otago Polytechnic, from 1985 to 2005. The author starts this exploration as a beginning teaching practitioner in 1985, and continues on with her attendance at the original workshop for trainers by Project Waitangi in 1990. She discusses the influences of her studies towards a Bachelor of Arts at Otago University, through the development of School Charters which influenced her children's schooling and through the process of teaching and facilitating the workshops for Treaty education, until her position in the School of Nursing changed in 2005. She discusses through reflection, the personal influences, the socialisation process of teaching the history of Aotearoa New Zealand to students, the influences of nursing education on Treaty education, the influences of Irihapeti Ramsden's relationship to her journey and also her lecturers at university. She also traces her journey of beginning teaching practice. The author identifies this work as providing a starting place for potential research into the experiences and reflections of nurse educators over this period of time, and across other educational institutes and disciplines. The experiences of students from this teaching would also add to the profession's and the country's knowledge about the relationship of the Treaty of Waitangi to both education and health. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
568 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Johnstone, S. |
|
| |
Title |
Undergraduate nursing and death education |
Type |
|
| |
Year |
2006 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Terminal care; Nursing; Education |
|
| |
Abstract |
Death education encompasses many complex realities, for both the students and lecturers involved. This quantitative research explored the experiential and didactic preparation of nursing students through a content analysis, of one New Zealand, three year Bachelor of Nursing programme, in relation to death education. The Otago Polytechnic Bachelor of Nursing programme incorporates compulsory and optional courses, with the courses taught as an integrated programme with a progressive, sequential approach. This approach builds on content, deepening understanding from year to year, as well as providing opportunities for experiential learning and broadening of understanding. The literature review discusses three dominant themes of undergraduate death education: education, death, and transition. The data collection tool incorporates eighteen key terms, ten teaching methods and ten assessment methods. The programme and individual course documents, which define course content, teaching and assessment were scanned and analysed. The findings initially showed limited evidence of death education in course documents, however deeper analysis of the documents showed further evidence over the three year programme. The existence of death education is implied rather than overt throughout many course documents, through the use of broad practice statements. Content analysis is one way of shedding light on programme content in relation to death education. Limitations of the content analysis approach mean measuring experiential and didactic learning is not fully achievable from documentation analysis only. Further development of Bachelor of Nursing death education is an ongoing challenge, with current programmes very full and possibly lacking the capacity to increase content. Bachelor of Nursing programmes are discussed, highlighting the need for student focused learning with emphasis on acquiring and processing information, rather than mastery of content. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
735 |
|
| Permanent link to this record |
