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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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| Permanent link to this record |
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Author |
McDonald, Stuart |
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Title |
Graduate nurses' experience of postgraduate education within a nursing entry to practice programme |
Type |
Journal Article |
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Year |
2009 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
25 |
Issue |
3 |
Pages |
17-26 |
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Keywords |
Graduate nurse; Nursing entry-to-practice programme; Postgraduate education; Cross-sectional survey |
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Abstract |
Explores graduate nurses' experiences of postgraduate education embedded within a Nursing Entry-to-Practice (NETP) programme, a programme aimed at socialising new nursing graduates into their new role and work environment during their first year of practice. |
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Call Number |
NZNO @ research @ |
Serial |
1448 |
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| Permanent link to this record |
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Author |
Dallas, Janette; Neville, Stephen |
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Title |
Health education and health screening in a sample of older men : a descriptive survey |
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 |
6-16 |
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Keywords |
Older men; Health education; Health screening; Gerontological nursing; Surveys |
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Abstract |
Describes the health education and health screening received by community-dwelling men aged 65 or older. Undertakes a survey of 59 men in Wanganui via a self-administered questionnaire. Investigates the barriers/benefits to healthy living choices. |
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Call Number |
NZNO @ research @ |
Serial |
1470 |
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| Permanent link to this record |
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Author |
Spence, D. |
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Title |
Hermeneutic notions augment cultural safety education |
Type |
Journal Article |
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Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
44 |
Issue |
9 |
Pages |
409-414 |
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Keywords |
Cultural safety; Nursing; Education; Transcultural nursing |
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Abstract |
In this article, the author integrates literature pertaining to the implementation of kawa whakaruruhau, or cultural safety, with the findings of a hermeneutic project that described the experience of nursing people from cultures other than one's own. It is argued that the Gadamerian notions of “horizon,” “prejudice,” and “play” can be used to facilitate understanding of the tensions and contradictions inherent in cross-cultural practice. Strategies are recommended that enable students to explore the prejudices, paradoxes, and possibilities experienced personally and professionally. |
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Call Number |
NRSNZNO @ research @ |
Serial |
704 |
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| Permanent link to this record |
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Author |
Chiyesu, William; Rasmussen, Shayne |
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Title |
Influence of a pulmonary rehabilitation education programme on health outcimes for chronic obstructive pulmonary disease (COPD) |
Type |
Journal Article |
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Year |
2021 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
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Volume |
12 |
Issue |
1 |
Pages |
49-59 |
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Keywords |
Chronic obstructive pulmonary disease (COPD); Rehabilitation; Self-management; Patient education |
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Abstract |
Considers whether the education component in a pulmonary rehabilitation programme (PRP) influences health outcomes for patients with chronic obstructive pulmonary disease (COPD) patients. Performs an integrative review of literature to integrate results from qualitative, quantitative and mixed-methods articles. Highlights the following concepts: disease knowledge, knowledge in relation to self-management, and the relationship between knowledge and education. |
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Call Number |
NZNO @ research @ |
Serial |
1718 |
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Author |
Bowen-Withington, Julie; Zambas, Shelaine; Cook, Catherine; Neville, Stephen |
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Title |
Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: an integrative literature review |
Type |
Journal Article |
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Year |
2020 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
36 |
Issue |
3 |
Pages |
37-50 |
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Keywords |
Nursing education; Simulation; Nursing students |
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Abstract |
Evaluates and synthesises the existing evidence for the use of high-fidelity simulation in undergraduate nursing education programmes. Uses an integrative literature review methodology to retrieve 16 studies relating to student learning from simulation. Identifies a shift in focus from technical to soft skill acquisition. |
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Call Number |
NZNO @ research @ |
Serial |
1681 |
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| Permanent link to this record |
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Author |
Meeks, Maggie; Miligan, Kaye; Seaton, Philippa; Josland, Heather |
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Title |
Interprofessional education: let's listen to the students |
Type |
Journal Article |
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Year |
2023 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
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Volume |
39 |
Issue |
2 |
Pages |
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Keywords |
Interprofessional education (IPE); Nursing students; Medical students; Focus groups |
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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. |
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Call Number |
NZNO @ research @ |
Serial |
1858 |
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| Permanent link to this record |
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Author |
Papps, Elaine |
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Title |
Knowledge, power, and nursing education in New Zealand: a critical analysis of the construction of the nursing identity |
Type |
Book Whole |
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Year |
1998 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
330 p. |
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Keywords |
Nursing education; Nursing identity; Michel Foucault; Curriculum; Governmentality |
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Abstract |
Describes and critically analyses the construction of the nursing identity through curriculum and social relations of power. Conducts a critical analysis using Foucault's power/knowledge problematic to unmask power relations positioning the nurse in the discourses of medicine and gender. Analyses the construction of the nursing identity through curriculum and the social relations of power, using the Foucauldian notion of governmentality. |
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Call Number |
NRSNZNO @ research @ |
Serial |
330 |
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| Permanent link to this record |
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Author |
Friedel, J.; Treagust, D.F. |
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Title |
Learning bioscience in nursing education: Perceptions of the intended and the prescribed curriculum |
Type |
Journal Article |
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Year |
2005 |
Publication |
Learning in Health & Social Care |
Abbreviated Journal |
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Volume |
4 |
Issue |
4 |
Pages |
203-216 |
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Keywords |
Nursing; Education; Teaching methods |
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Abstract |
This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum. |
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Call Number |
NRSNZNO @ research @ |
Serial |
713 |
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| Permanent link to this record |
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Author |
Wilkinson, Jill |
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Title |
Marking 50 years of nurse education in the tertiary sector |
Type |
Journal Article |
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Year |
2023 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
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Volume |
39 |
Issue |
1 |
Pages |
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Keywords |
Nursing education; Tertiary education |
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Abstract |
Reflects on the past 50 years of nursing education in light of the author's own experience of making the transition from hospital training to polytechnic education and then undertaking an RN to BN programme. Considers the challenges to nurse educators for the future education of nurses. |
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Call Number |
NZNO @ research @ |
Serial |
1828 |
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| Permanent link to this record |
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Author |
Litchfield, M. |
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Title |
Nursing education: Direction with purpose |
Type |
Journal Article |
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Year |
1991 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
84 |
Issue |
7 |
Pages |
22-24 |
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Keywords |
Nursing education |
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Abstract |
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Call Number |
NZNO @ research @ |
Serial |
1316 |
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| Permanent link to this record |
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Author |
Gare, L. |
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Title |
Patient experience of joint replacement education: A joint venture |
Type |
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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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| Permanent link to this record |
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Author |
Gray, Nadine |
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Title |
Privileging Matauranga Maori in nursing education: Experiences of Maori student nurses learning within an indigenous university |
Type |
Book Whole |
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Year |
2020 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
116 p. |
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Keywords |
Matauranga Maori; Nursing education; Wananga; Kaupapa Maori research methodology |
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Abstract |
Investigates factors supporting Maori student engagement, retention and success in nursing education. Explores the experiences, perceptions and insights of Maori nursing students enrolled in Te Ohanga Mataora: Bachelor of Health Sciences Maori Nursing at Te Whare Wananga O Awanuiarangi. Conducts semi-structured face-to-face interviews with 12 full-time Maori undergraduate nursing students, highlighting both positive and negative factors in academic engagement. |
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Call Number |
NZNO @ research @ |
Serial |
1742 |
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| Permanent link to this record |
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Author |
Matheson, S. |
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Title |
Psychiatric/mental health nursing: Positioning undergraduate education |
Type |
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Year |
2002 |
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 |
Psychiatric Nursing; History of nursing; Nursing; Education |
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Abstract |
In this paper, the critique of the mental health component of comprehensive nursing education and the questions that it raises are explored from historical, structural and ideological perspectives. In order to locate the past and highlight its significance to where psychiatric/mental health nurses find themselves today some of the history of the asylum system and the development of psychiatric nursing in New Zealand within these structures are presented. Ideological changes to the way mental health was thought about, and responded to, have had considerable impact on where psychiatric nurses practiced, how they practised and what they were named. This created the need for a different kind of nurse and has led to changes in the education of nurses. The structural influences on the training and education of nurses are identified through relevant reports and their recommendations and significance in relation to psychiatric/mental health nursing are examined. Issues deriving from the critique of undergraduate psychiatric/mental health nursing education highlight the urgent nature of the crisis and draw out the multiple and competing discourses that inform the education of nurses. In acknowledging that the crisis can be viewed from multiple perspectives the need for responses from multiple levels involving the Nursing Council of New Zealand, the Ministry of Health, the Mental Health Commission and nurses in education and practice are recommended. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1146 |
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| Permanent link to this record |
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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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| Permanent link to this record |
