| |
Records |
Links |
|
Author |
Mackay, B. |
|
| |
Title |
Leadership development: Supporting nursing in a changing primary health care environment |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
18 |
Issue |
2 |
Pages |
24-32 |
|
| |
Keywords  |
Leadership; Professional development; Primary health care; Nursing |
|
| |
Abstract |
The author argues that the involvement of nurses in the decision-making of health organisations is essential to maximise the contribution of nurses and promote positive outcomes for patients. She suggests that development of leadership skills will make nurses aware of power structures in the health system and allow them to become interdependent health professionals in primary health organisations (PHO). The particular competencies discussed are those proposed by Van Maurik (1997), namely ability to understand and manage organisational politics, work facilitatively with people and circumstances, and build a feeling of purpose. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
619 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Elbe, E. |
|
| |
Title |
The private world of nursing related to incident reporting |
Type |
|
| |
Year |
2002 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Medical errors; Organisational culture; Risk management; Nursing |
|
| |
Abstract |
The purpose of this project was to explore the experience of nurses related to incident reporting. The reporting of incidents is important as it identifies professional risks for nurses. A descriptive qualitative approach was the methodology used and individual interviews of five senior nurses was the method of data collection. Attention was given to finding out about the supports for and barriers against nurses in reporting incidents; the outcomes for nurses of incident reporting; and the organisational culture and scope of 'professional' behaviour of nurses around incident reporting. The findings revealed that nurses identified themselves as the major reporters of incidents. They considered there was not 'a level playing field' for all professionals around who, how and why incidents were reported, investigated and within the post incident processes. The nurses reported that they made daily decisions about what was an incident, and whether to report events as incidents. They identified aids and supports to the decisions they made such as the medium for reporting and fear of what happened when the incident form left the nurse and went to management. A number of significant implications were identified for nursing, management and organisations in this research. Nurses need to feel they work in organisations which have a culture of safety around incident reporting. Management need to clearly communicate policies, processes and organisational expectations related to incident reporting. This should include how incidents will be reported, investigated and the purposes for which management use incident reporting information. It is also important that adequate structures are in place to support nurses when an incident occurs as thay can have stressful consequences for the nurses involved. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1147 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Farrow, T.; McKenna, B.; O'Brien, A.J. |
|
| |
Title |
Advanced 'prescribing' of nurses' emergency holding powers under New Zealand mental health legislation |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
International Journal of Mental Health Nursing |
Abbreviated Journal |
|
|
| |
Volume |
11 |
Issue |
3 |
Pages |
164-169 |
|
| |
Keywords |
Mental health; Law and legislation; Psychiatric Nursing; Scope of practice |
|
| |
Abstract |
A new approach to mental health legislation has seen the involvement of a range of health professionals in legislated mental health roles, including the power of registered nurses to detain patients in hospital under Section 111 of the New Zealand Mental Health (Compulsory Assessment and Treatment) Act (1992). Under this Section, a nurse who believes that a voluntary patient meets the legal criteria of the Act can independently detain the patient for a period of up to six hours, pending further assessment by a medical practitioner. However, anecdotal evidence and a clinical audit undertaken by the authors suggest some doctors 'prescribe' Section 111 at the time of admission. This practice instructs nurses to initiate Section 111 if particular voluntary patients choose to leave hospital. This study outlines practice issues resulting from 'prescribing' Section 111; provides a legal critique of medical practitioners' involvement in this practice; and makes recommendations for guidelines toward a more constructive use of Section 111. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
651 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McKenna, B. |
|
| |
Title |
Risk assessment of violence to others: Time for action |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
18 |
Issue |
1 |
Pages |
36-43 |
|
| |
Keywords |
Mental health; Workplace violence; Risk management; Nursing; Nurse-patient relations; Psychiatric nursing |
|
| |
Abstract |
The author performs a literature search on the topics of risk assessment, dangerousness, aggression, and violence in order to determine an evidence-based approach to risk assessment of patient violence towards others. This is set in the context of possible expansion in the scope of practice of mental health nurses, and the prevalence of nurses being assaulted by patients. In the absence of reliable and valid nursing risk assessment measures, the approach suggested here focuses on the use of observation skills to detect behaviour antecedent to physical assault, and the ability to adapt evidence to specific clinical settings. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
621 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Hales, A.; Dignam, D. |
|
| |
Title |
Nurse prescribing lessons from the US |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
8 |
Issue |
10 |
Pages |
12-15 |
|
| |
Keywords |
Nurse practitioners; Prescriptive authority; Cross-cultural comparison; Advanced nursing practice; Education |
|
| |
Abstract |
The researchers present a survey of a sample population of 32 advanced practice nurses (APN) in the US about their experiences of acquiring and implementing prescriptive authority. The issues relevant to nurse practitioners in New Zealand are discussed, around acquiring knowledge and education, relationships with other professionals, establishing the role, and retaining the nursing role. The intent and scope of APN prescribing in the US is also discussed. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1007 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Gillard, D. |
|
| |
Title |
When I am nursing |
Type |
|
| |
Year |
2002 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing models; Mental health; Adolescents; Psychiatric nursing |
|
| |
Abstract |
Over the last century the nursing profession has drawn from numerous theories and disciplines to construct its own theoretical foundations. While this diversity and flexibility may be one of the nursing profession's strengths it may have contributed to nurses' difficulty in explaining the complexities of their every day clinical work. This is a particular challenge for the domain of mental health nursing. This dissertation discusses how nursing models that have credibility at a clinical level can contribute to informing and advancing nursing practice. Models can achieve this by assisting nurses to conceptualise and articulate what it is they do that makes a difference to patient outcomes. Through this process nurses can maintain a distinct professional identity and establish themselves as effective members of multidisciplinary health team. Specifically, the application and limitations of Godkin's (2001) proposed model of a 'healing presence' to the author's own practice in a one-to-one nurse-adolescent client relationship in the mental health nursing is examined. It is claimed that a 'healing presence' provides a meaningful way to understanding the author's own practice. The proposed model of a 'healing presence' embraces the diversity of her background, and allows the author to maintain a nursing identity by providing a nursing framework to critique her practice, furthering her understanding of what it is that 'expert' nurses do and how this impacts on patient outcomes. Also suggested is that a 'healing presence' can contribute to the author's own and other nurses advanced nursing practice by making nursing visible to the multidisciplinary health team and to articulate “what it is that I do 'when I am nursing'”. Through presenting this dissertation, the author wishes to inspire other nurses to examine and understand their own practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
914 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Milligan, K. |
|
| |
Title |
Aesthetic knowledge and the use of arts in nursing |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Beginning Journeys: A Collection of Work |
Abbreviated Journal |
|
|
| |
Volume |
7 |
Issue |
|
Pages |
9-14 |
|
| |
Keywords |
Nursing philosophy; Nursing; Education; Teaching methods |
|
| |
Abstract |
The author considers aesthetic knowing and the use of the arts in nursing. She identifies concepts that pertain to the art of nursing. The interrelationship of the moral sense and the art of nursing is explored. The author concludes that the mediums of non-fiction, fiction and poetry can provide valuable contributions to the aesthetic way of knowing in nursing education, practice and research. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1094 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McEldowney, R.A. |
|
| |
Title |
Shape-shifting: Stories of teaching for social change in nursing |
Type |
|
| |
Year |
2002 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing philosophy; Teaching methods; Feminist critique; Qualiltative research |
|
| |
Abstract |
This research explores why and how nurse educators teach for social change. Critical feminist educators provide a useful framework for theorising about teaching for change that addresses issues of hegemony, agency, praxis, individual voice, difference, justice and equity. Six women Pakeha/Tauiwi nurse educators from throughout New Zealand volunteered to participate in this research and share their lived experiences of teaching for social change. In-depth conversations over two years unfolded new and rich material about how and why these six women continue to teach the evaded subjects, like mental health, women's health, community development and cultural safety. All teach in counter-hegemonic ways, opening students' eyes to the unseen and unspoken. Among the significant things to emerge during the research was the metaphorical construct of shape-shifting as an active process in teaching for social change. It revealed the connectedness and integrity between life as lived and the moral imperative that motivates the participants to teach for difference. Shape-shifting was also reflected in other key findings of the study. As change agents, the participants have had significant shape-shifting experiences in their lives; they live and work as shape-shifters within complex social and political structures and processes to achieve social justice; and, they deal with areas of health practice where clients are socially and politically displaced. The research also generated new methods for gathering life-stories and new processes for analysis and interpretation of life-stories. It is hoped that this research will open pathways for other nurse educators to become shape-shifters teaching for social change. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1193 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Bland, M.F. |
|
| |
Title |
Patient observation in nursing home research: Who was that masked woman? [corrected] [published erratum appears in Contemporary Nurse 2002 Apr; 12(2): 135] |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue |
1 |
Pages |
42-48 |
|
| |
Keywords |
Nursing research; Ethics; Rest homes; Nurse-patient relations |
|
| |
Abstract |
This article discusses the issues that one nurse researcher faced during participant observation in three New Zealand nursing homes. These include the complexity of the nurse researcher role, the blurring of role boundaries, and various ethical concerns that arose, including the difficulties of ensuring that all those who were involved in the study were kept informed as to the researcher's role and purpose. Strategies used to maintain ethical and role integrity are outlined, with further debate and discussion around fieldwork issues and experiences for nurse researchers called for. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
892 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Raynel, S. |
|
| |
Title |
Nurse-led clinics on ophthalmic practice: A vision for the future |
Type |
|
| |
Year |
2002 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing specialties |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ 1267 |
Serial |
1252 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Spence, D.; Fielding, S. |
|
| |
Title |
Win-win-win: Collaboration advances critical care practice |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
|
| |
Volume |
13 |
Issue |
2/3 |
Pages |
223-228 |
|
| |
Keywords |
Nursing specialties; Rural nursing; Nursing; Education; Curriculum |
|
| |
Abstract |
This paper provides an overview of the structure and processes of an eighteen month, distance education course focused on developing advanced practice in the context of critical care nursing. Within the framework of a Master of Health Science, the postgraduate certificate (critical care nursing) was developed as a collaboration between Auckland University of Technology and two regional health providers. Students enrol in science and knowledge papers concurrently then, in the second half of the course, are supported within their practice environment to acquire advanced clinical skills and to analyse, critique and develop practice within their specialty. This course is set against a background of increasing interest in education post registration. The acquisition of highly developed clinical capabilities requires a combination of nursing experience and education. This requires collaboration between clinicians and nurse educators, and approaches to address accessibility of relevant educational opportunities for nurses outside the country's main centres. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
878 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Hansen, G. |
|
| |
Title |
The role of massage in the care of the critically ill |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
8 |
Issue |
7 |
Pages |
14-16 |
|
| |
Keywords |
Nursing; Alternative therapies; Intensive care nursing |
|
| |
Abstract |
This article looks at the research on the benefits of massage for alleviating the anxiety of patients in critical care. The author draws on her own experiences with cardiac patients and affirms the lasting psychological benefit of massage. She provides advice on which parts of the body to massage on patients in critical care, which to avoid and how to know when it is contraindicated. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1010 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McLeland, A.; Williams, A. |
|
| |
Title |
An emancipatory praxis study of nursing students on clinical practicum in New Zealand: Pushed to the peripheries |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue |
2 |
Pages |
185-193 |
|
| |
Keywords |
Nursing; Education; Clinical supervision; Preceptorship |
|
| |
Abstract |
The purpose of this qualitative study was to analyse the learning experiences of nine nursing students on clinical placement in New Zealand. The students were in their third and final year of their baccalaureate nursing degree. The study specifically examined what impinged upon their learning experience in the clinical venue. Data was obtained from interviewing the students, initially individually and finally in a focus group. Themes emerged through words and concepts as the data was analysed. The themes included powerlessness; marginalisation; the move from a holistic to a reductionist approach in care; the exploitation of minority students and the myth of praxis. Clinical practice was a time for nursing students to apply their knowledge to their practice, and to gain experience and confidence. Their clinical practice was normally a positive experience, but, each student spoke of the occasional negative episode. These left them with feelings of powerlessness and marginalisation. The Maori students felt exploited. The students were concerned about the lack of time to debrief at the end of the day, and to share their experiences with their educator and colleagues. The students' negative experiences were often the result of a clinical practitioner's high workload, under resourcing and the nurse educator's unavailability. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1081 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Hylton, J.A. |
|
| |
Title |
Enrolled nurse transition to degree level study based at a rural satellite campus |
Type |
|
| |
Year |
2002 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Enrolled nurses |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1248 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Woods, M. |
|
| |
Title |
Dissecting a brave new nursing world |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
8 |
Issue |
10 |
Pages |
20-22, 36 |
|
| |
Keywords |
Nursing; Education; Nursing Council of New Zealand; Policy |
|
| |
Abstract |
This article critiques the 'Strategic Review of Undergraduate Education' commissioned by the Nursing Council. The premise of the review is examined, along with the foundations of nursing practice and the role of nursing education. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1003 |
|
| Permanent link to this record |
