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Author |
Haggerty, Carmel; Holloway, Kathryn; Wilson, Debra |
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Title |
Entry to nursing practice preceptor education and support : could we do better? |
Type |
Journal Article |
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Year |
2012 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
28 |
Issue |
1 |
Pages |
30-39 |
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Keywords |
Preceptorship; New graduates; Evaluation; Support and education |
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Abstract  |
Reveals that recent longitudinal evaluation of 21 Nursing Entry to Practice (NETP) programmes in NZ identified that preceptorship selection, education and support are not properly resourced. Identifies the factors preventing preceptors from receiving appropriate training and recommends development of a clearly-defined preceptor selection and education process. |
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Call Number |
NZNO @ research @ |
Serial |
1472 |
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Author |
Kelly, Stephanie; Domdom, Joey; Murray, Jacqui; Ulloa, Maria |
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Title |
Weaving professional practice with interprofessional education for real praxis outcomes |
Type |
Journal Article |
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Year |
2020 |
Publication |
Whitireia Journal of Nursing, Health and Social Services |
Abbreviated Journal |
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Volume |
27 |
Issue |
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Pages |
33-37 |
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Keywords |
Inter-professional education; Professional competence |
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Abstract |
Suggests that health, social-service and education delivery are increasingly required to be inter-professional. Advises that such professionals use an integrative and inter-professional approach to navigate the complexities of their practice environments in order to improve outcomes for their service users. |
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Call Number |
NZNO @ research @ |
Serial |
1712 |
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Author |
Rhodes, J. |
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Title |
Using PeerWise in nursing education -- a replicated quantitative descriptive research study |
Type |
Journal Article |
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Year |
2015 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
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Volume |
6 |
Issue |
1 |
Pages |
10-15 |
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Keywords |
Nursing Education; PeerWise; Quantitative Studies; Surveys |
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Abstract |
Surveys the views of third-year Bachelor of Nursing students with the aim of replicating or refuting the results from an earlier study on the use of the online learning tool PeerWise in nursing education. Uses a quantitative descriptive research method and survey, as in the earlier study, to determine whether PeerWise does provide a positive medium for nursing students to acquire, extend and revise nursing knowledge. Employs manifest content analysis on the data collected in the first study in 2013. |
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Call Number |
NZNO @ research @ |
Serial |
1406 |
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Author |
Honey, M.; Waterworth, S.; Baker, H.; Lenzie-Smith, K. |
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Title |
Reflection in the disability education of undergraduate nurses: An effective learning tool? |
Type |
Journal Article |
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Year |
2006 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
15 |
Issue |
11 |
Pages |
449-453 |
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Keywords |
Nursing; Education; People with disabilities; Teaching methods; Evaluation |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
839 |
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Author |
Gare, L. |
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Title |
Patient experience of joint replacement education: A joint venture |
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Year |
2006 |
Publication |
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Abbreviated Journal |
ResearchArchive@Victoria |
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Volume |
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Issue |
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Pages |
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Keywords |
Nurse-patient relations; Health education; Communication |
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Abstract |
The aim of this research was to explore patients' educational experiences and the usefulness and benefits of this health education in the rehabilitation period, when undertaking a total joint replacement. An exploratory, qualitative descriptive study method was used to describing patients' experiences of health education. Five participants, convenience sampled, were interviewed eight to twelve weeks post surgery following unilateral total joint replacement in a tertiary hospital. Participants valued the education they received pre operatively, which included written material, video and individual interaction with varied health professionals. Although this was provided in a timely manner, evidence showed limited post operative reinforcement and follow up of given education and preparation for discharge. Three 'partnership' themes were identified from data, Communicative, Subservient and Knowledge. 'Communicative Partnership' conceptualised the participants' experiences of the nurse-patient relationship, whilst 'Subservient Partnership' captured the participants' experiences of 'being' patients. 'Knowledge Partnership' combined the participants' ideas about knowledge and their retention of this knowledge to assist with their rehabilitation post surgery. The needs and experiences of patients after total joint replacement reflect on transitional change – changes in roles, behaviour, abilities and relationships. Educational contents need to reflect a realistic recovery process to assist with this transitional period, delivered by health care professionals in a manner best suited for patients. |
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Call Number |
NRSNZNO @ research @ 1235 |
Serial |
1220 |
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Author |
Darbyshire, P. |
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Title |
'Never mind the quality, feel the width': The nonsense of 'quality', 'excellence', and 'audit' in education, health and research |
Type |
Journal Article |
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Year |
2008 |
Publication |
Collegian: Journal of the Royal College of Nursing Australia |
Abbreviated Journal |
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Volume |
15 |
Issue |
1 |
Pages |
35-41 |
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Keywords |
Accountability; Quality assurance; Organisational change; Nursing research; Nursing; Education |
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Abstract |
The author contends that health care and education have been colonised by 'The Audit Society' and managerialism. It is argued that under the benign guise of 'improving quality' and 'ensuring value for money' a more Orwellian purpose operates. Academics had to be transformed into a workforce of 'docile bodies', willing to scrutinise and survey themselves and their 'performance' as outcome deliverers and disciples of the new 'Qualispeak'. This paper critiques the current obsession with audit and performativity, and the constant and often pointless 'change' that is held to be so self-evidently 'a good thing' and identifies policy discussion as a linguistic wasteland. |
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Call Number |
NRSNZNO @ research @ |
Serial |
967 |
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Author |
Holloway, K. T. |
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Title |
The future for nursing education: UKCC review has relevance for New Zealand |
Type |
Journal Article |
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Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
16 |
Issue |
2 |
Pages |
17-24 |
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Keywords |
Nursing; Education; Recruitment and retention; Clinical assessment; Policy |
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Abstract |
The author reviews the report 'Fitness for Practice' by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) noting many areas of relevance for New Zealand educators in outlining possible strategies for nursing education. Discussion of some of the recommendations is put in the context of a strategic review of undergraduate nursing education recently commissioned by the Nursing Council of New Zealand. Issues such as recruitment and access to education; retention; clinical assessment and placements; clinical skill acquisition and partnership are valid concerns for educators here also. Internationally, the author suggests, the commonalties in issues of concern lend validity to the concept of the global village and the necessity for a global perspective in health care workforce planning, including educational preparation. |
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Call Number |
NRSNZNO @ research @ |
Serial |
848 |
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Author |
McDonald, S.; Willis, G.; Fourie, W.; Hedgecock, B. |
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Title |
Graduate nurses and their experience of postgraduate education within a Graduate Nurse programme |
Type |
Report |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Copies can be obtained from The Department of Nursing and Health Studies, Manukau Institute of Techn |
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Volume |
(Monograph Series 2/2007) |
Issue |
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Pages |
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Keywords |
Nursing; Education; New graduate nurses; Teaching methods; Students |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
911 |
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Author |
Stokes, G. |
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Title |
Who cares? Accountability for public safety in nurse education |
Type |
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Year |
2005 |
Publication |
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Abbreviated Journal |
Online at Research Space @ Auckland University |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Accountability; Patient safety |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1106 |
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Author |
Brinkman, A. |
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Title |
Collating for collaboration: Tertiary education funding structures |
Type |
Report |
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Year |
2008 |
Publication |
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Abbreviated Journal |
Available from http://www.nzno.org.nz |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Policy |
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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. |
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Call Number |
NZNO @ research @ |
Serial |
1330 |
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Author |
Gardner, G.; Dunn, S.; Carryer, J.B.; Gardner, A. |
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Title |
Competency and capability: Imperative for nurse practitioner education |
Type |
Journal Article |
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Year |
2006 |
Publication |
Australian Journal of Advanced Nursing |
Abbreviated Journal |
The author-version of article, available online from Queensland University of Technology ePrints arc |
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Volume |
24 |
Issue |
1 |
Pages |
8-14 |
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Keywords |
Nursing; Education; Nurse practitioners; Curriculum |
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Abstract |
The objective of this study was to conduct research to inform the development of standards for nurse practitioner education in Australia and New Zealand and to contribute to the international debate on nurse practitioner practice. The research was conducted in all states of Australia where the nurse practitioner is authorised, and in New Zealand. The research was informed by multiple data sources including nurse practitioner programme curricula documents from relevant universities in Australia and New Zealand, interviews with academic convenors of these programmes and interviews with nurse practitioners. Findings include support for masters level of education as preparation for the nurse practitioner. These programs need to have a strong clinical learning component and in-depth education for the sciences of specialty practice. Additionally an important aspect of education for the nurse practitioner is the centrality of student directed and flexible learning models. This approach is well supported by the literature on capability. |
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Call Number |
NRSNZNO @ research @ |
Serial |
882 |
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Author |
Clunie, S. |
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Title |
The current trend and importance of postgraduate education for nurses |
Type |
Journal Article |
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Year |
2006 |
Publication |
Nursing Journal Northland Polytechnic |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
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Volume |
10 |
Issue |
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Pages |
18-23 |
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Keywords |
Nursing; Education; Professional development; Leadership; Policy |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1207 |
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Author |
Ramsden, I. |
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Title |
Cultural safety and nursing education in Aotearoa and Te Waipounamu |
Type |
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Year |
2002 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Cultural safety; Maori; Nursing; Education |
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Abstract |
The research on which this thesis is based involves both a private narrative and a public narrative, with the story of cultural safety, and the history, theory and the future direction gathered into one qualitative work. The work is divided into three sections. The first is entitled, Ko Wai Matou? The Private Narrative. This section seeks to explore the historical, social, educational, physical, emotional, political and moral influences and ephiphanies which brought about the personality which introduced cultural safety ideas into nursing and midwifery. Early nursing practice is investigated and examples from practice are used to illustrate learning and consolidation of the ideas which led to Cultural Safety Theory. The second section is entitled He Huarahi Hou: A New Pathway. This section explains the progress of the theory and its relationship to education pedagogy and to nursing practice. Comparison between the work of Madeline Leininger and the Transcultural Theory of Nursing and the New Zealand concept of cultural safety is undertaken. The role and application of the Treaty of Waitangi to the theory of cultural safety is explored in this section. The third section, entitled He Whakawhanuitanga: The Public Narrative, looks at the introduction of cultural safety into the nursing education system and its implementation. The public and media reaction to the inclusion of cultural safety in the national examination for nursing registration and the subsequent parliamentary response are noted. The interviews with nursing and midwifery leadership, Maori and pakeha key players in the process and consumer views of the ideas are documented and pertinent excerpts have been included. The work concludes with a discussion on the likely future of cultural safety as a theory and in practice and outlines several issues which represent a challenge to the viability of the concept in nursing and midwifery education. The author notes that the story of cultural safety is a personal story, but also a very public one. It is set in neo-colonial New Zealand, but has implications for indigenous people throughout the world. It is about human samenesses and human differences, but is also a story about all interactions between nurses and patients because all are power laden. Finally, she points out that, although it is about nursing, it is also relevant to all encounters, all exchanges between health care workers and patients. |
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Call Number |
NRSNZNO @ research @ |
Serial |
486 |
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Author |
Richardson, F.I.; Carryer, J.B. |
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Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
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Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
44 |
Issue |
5 |
Pages |
201-208 |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
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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. |
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Call Number |
NRSNZNO @ research @ |
Serial |
885 |
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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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