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Author |
Latta, L. |
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Title |
Reflective storytelling to enhance learning from practice experience |
Type |
Book Chapter |
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Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp.67-82). |
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Pages  |
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Keywords |
Terminal care; Palliative care; Teaching methods; Nursing |
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Abstract |
The author looks at the value of using reflective storytelling as a teaching/learning tool in the hospice setting and examines constructs that provide a theoretical underpinning. She also outlines processes that support the implementation of storytelling practice and the creation of a safe space for storytelling. At the end of the chapter, discussion questions are provided by Janice McDrury. |
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Call Number |
NRSNZNO @ research @ |
Serial |
767 |
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Author |
Bishop, J. |
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Title |
Motivation: An essential element of learning |
Type |
Book Chapter |
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Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 83-100) |
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Keywords |
Motivation; Nursing models; Nursing; Education |
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Abstract |
The author defines extrinsic and intrinsic motivators, describes motivational theories, and introduces Wlodkowski's Motivational Framework, which is specifically developed for adult learners. She goes on to explore the implementation of this model within a nursing education context. At the end of the chapter, discussion questions are provided by Janice McDrury. |
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Call Number |
NRSNZNO @ research @ |
Serial |
768 |
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Author |
Ratnasabapathy, P. |
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Title |
Silent suffering: The 'lived experience' of women who have experienced early pregnancy loss and used the health services for their care |
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Year |
2005 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Pages |
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Keywords |
Pregnancy; Grief; Psychology |
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Abstract |
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Call Number |
NRSNZNO @ research @ 786 |
Serial |
770 |
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Author |
Lee, S.V. |
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Title |
The advanced practitioners' guide to integrating physical and mental health: Introducing the role of the mental health consultation liaison nurse |
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Year |
2005 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Pages |
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Keywords |
Advanced nursing practice; Mental health; Nursing specialties |
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Abstract |
Evidence within the literature highlights that staff within the general hospital wards are not necessarily equipped to assess and meet the needs of patients with mental health or behavioural problems. The author notes that this is cause for concern as a number of people requiring admission to the general wards often have a complex, interrelated combination of physical and mental health problems. Within New Zealand there have also been a number of changes to health care policies that have increased general nurses contact with mental health patients over the last decade. The Mental Health Consultation Liaison Nurse is an advanced nurse specialist who can meet this need. Having reviewed the literature and communicated with Mental Health Consultation Liaison Nurses in New Zealand and Australia, the author says it is clear that the availability of a mental health nurse within the district health board general wards would be advantageous to all. The role has been shown to positively influence the care of patients and benefit other health care professionals. It provides an improved system of care that is co-ordinated, integrated and responsive to the needs of patients and health care staff. The implementation of the Mental Health Consultation Liaison Nurse role has the potential to cut costs in relation to decreasing length of stay with untreated mental health issues, and reduce the cost of continued use of 'specialling' unnecessarily. Also of importance is the fact that such a position would assist the district health board to comply with the standards of health care provision as directed by the Mental Health Commission and the Ministry of Health. The author suggests that the introduction of the Mental Health Consultation Liaison Nurse role represents a change in traditional ways of providing general nursing and consequently there are a number of issues that may hinder its success. This dissertation aims to increase the visibility of mental health nursing and provide a resource for others debating the development and implementation of the Mental Health Consultation Liaison Nurse role. |
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Call Number |
NRSNZNO @ research @ |
Serial |
771 |
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Author |
Sheward, K.A. |
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Title |
Exploring the juxtaposition of end of life care in the acute setting and the integrated care pathway for the care of the dying |
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Year |
2005 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Issue |
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Pages |
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Keywords |
Palliative care; Hospitals; Communication; Nurse-patient relations |
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Abstract |
The primary aim of this research paper is to draw on the literature to offer some insight into end of life care in the acute hospital setting. The secondary purpose is to provide an understanding of the integrated clinical pathway (ICP) for the care of the dying, consider its influence related to some of the challenges shaping end of life care and the positive effect it can generate on the quality of care experienced. There are significant challenges that impact on both the delivery and receipt of care for dying patients and their families. Six key influential barriers are considered within the context of the acute setting. Communication and the acute environment are two areas that significantly impact on the quality of care delivered, and are explored in more depth. Narratives from nursing and medical staff convey the realities encountered and difficulties experienced when they are unable to provide the care to which they aspire. Stories are shared by patients and families, which reflect on their experience of end of life care in the acute setting, and offer heath professionals some insight into the lives of the people nurses care for. The literature in relation to the development and implementation of the Liverpool Care of the Dying Pathway, and an overview of the Pathway document is presented. The strengths and limitations of its use are considered, alongside its influence beyond the documentation of clinical care. It is not possible to transfer the hospice service into the hospital setting, however the author suggests that through the implementation of the clinical pathway there is an opportunity to transfer best practice guidelines and positively influence the palliative culture in the acute setting. |
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Call Number |
NRSNZNO @ research @ |
Serial |
772 |
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Author |
McKinney, C.; Cassels-Brown, K.; Marston, A.; Spence, D. |
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Title |
Linking cultural safety to practice: Issues for student nurses and their teachers |
Type |
Journal Article |
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Year |
2005 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
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Volume |
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Issue |
13(1) |
Pages |
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Keywords |
Students; Cultural safety; Teaching methods; Nursing; Education |
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Abstract |
Student nurses rely on their teachers, both academic and clinical, to assist them to develop their capacity to practice safely. Yet, in relation to cultural safety, relatively little has been written to assist the integration of theoretical knowledge to the world of practice. This article presents the findings of a small project undertaken by lecturers whose experiences supporting students' learning during clinical placements in Auckland stimulated interest in the students' attempts to use their classroom learning to begin their journey towards culturally safe nursing practice. A qualitative descriptive approach was used to explore the experience of nursing clients from cultures other than one's own and to describe culturally safe practice from the perspective of third year students. |
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Call Number |
NRSNZNO @ research @ |
Serial |
862 |
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Author |
Dennis, J. |
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Title |
How will transformative primary health care nursing leadership facilitate better health outcomes for Southlanders? |
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Year |
2005 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Pages |
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Keywords |
Leadership; Nursing; Primary health care |
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Abstract |
Changes within the New Zealand health system have led to an emphasis on primary health care. The New Zealand government and the Southland District Health Board have identified that nurses can make significant contribution to improving the primary health outcomes for New Zealanders. However, within Southland there exist barriers to nurses influencing health outcomes. A Southland draft Primary Health Care Nursing Strategic Plan 2005 recommended that the employment of a primary health care nursing leader would reduce these barriers and lead to a comprehensive primary health care nursing service. This dissertation argues, using literature, that the employment of a transformative nursing leader, using a facilitative style, would implement changes that would develop a community responsive nursing service, establish a primary health care educational structure and ensure quality nursing care. Successful implementation would occur as the leader facilitates experiential learning within groups and with individuals to review current experiences and implement transformative primary health care nursing changes that improves health for all. The dissertation introduces the background to the changing primary health care environment in New Zealand and to the Southland current situation in chapter one. Chapter two describes the unique features of transformative leadership style and how it is applies to nursing and specifically to Southland's changing primary health care environment. The chapter specifically emphasises the role of and the art of facilitation which is a critical transformative leadership process. Chapter three describes the process of the experiential learning cycle, which the author argues will improve health outcomes, when used by the transformative leader to enable nurses to learn from their experiences and make nursing changes that improve health care. Chapter four addresses the dissertation question by describing how transformative leadership will facilitate the experiential learning process to Southlanders and improve health outcomes, reduce inequalities and increase accessibility through a comprehensive primary health care nursing service. |
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Call Number |
NRSNZNO @ research @ |
Serial |
920 |
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Author |
Richardson, S. |
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Title |
Coping with outbreaks of the norovirus |
Type |
Journal Article |
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Year |
2005 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
11 |
Issue |
7 |
Pages |
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Keywords |
Infection control; Risk management; Occupational health and safety; Hospitals |
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Abstract |
The author presents an overview of the impact and management of novovirus infections in New Zealand. The impact of this highly contagious virus on hospital settings is serious. With staff shortages already a problem, any outbreak of contagious disease has the potential to result in unsafe staffing, either through low numbers or poor skill mix. A report from New Zealand Environmental Science and Research (ESR) showed 35 reported norovirus outbreaks in New Zealand in the first quarter of 2004, resulting in 890 cases of the disease. Norovirus outbreaks are characterised by a rapid spread of infection, high uptake rate, and a high proportion of cases presenting with projectile vomiting. The author provides a definition of the novovirus, and looks at transmission, the management of hospital outbreaks, and the impact on emergency departments and hospital wards. Procedures include in-patient isolation. She notes there are no simple answers or “quick fixes” to the problem of norovirus outbreaks. While ongoing surveillance, recognition and isolation are key elements, there are wider structural and political implications that need to be acknowledged. These issues include overcrowding and staff shortages. |
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Call Number |
NRSNZNO @ research @ |
Serial |
981 |
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Author |
Gallagher, P. |
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Title |
Rethinking the gap: Investigating the theory-practice relationship in nursing |
Type |
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Year |
2005 |
Publication |
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Abbreviated Journal |
Coda |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Nursing models; Nursing philosophy |
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Abstract |
A Grounded Theory approach was taken to explore the concept of the gap between theory and practice, whereby they are seen to be discrete entitites. For this study, the first phase of data collection was a series of computer mediated group discussions, and the second a number of individual interviews. In both sets of interviews participants were asked to describe how they experienced and managed differences they perceived between theory and practice in nursing. The participants referred to different types of theory relevant and central to effective nursing practice. The first was private theory; the second was formal theory and third was situational theory. For the students it was a conflict that produced uncomfortable emotions, distrust of others and personal self doubt. In an effort to reduce this discomfort the students sought an explanation for the differences between theory and practice, some of which challenged their key personal values. However, the most emotionally neutral explanation that also preserved the integrity of their key values was that there was a gap between the theory and the practice of nursing. The theory Negotiating Different Experiences has implications for the education of nurses in that personal knowledge and experiences must be incorporated in a programme of study and the feelings evoked by learning must be acknowledged as a catalyst to enhance learning. Further, the different forms of theory to which students will be exposed must be made explicit and nursing educators who must involve the individual student as an active partner in the mapping of a personalised programme, which includes the creation of individual assessment methods. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1104 |
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Author |
Roddick, J.A. |
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Title |
When the flag flew at half mast: Nursing and the 1918 influenza epidemic in Dunedin |
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Year |
2005 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
History of nursing; Public health |
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Abstract |
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Call Number |
NRSNZNO @ research @ 1120 |
Serial |
1105 |
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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 |
Cobham, J. |
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Title |
Why do nurses stay in nursing? A test of social identity, equity sensitivity and expectancy theory |
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Year |
2005 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Recruitment and retention; Identity |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
1107 |
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Author |
Reilly, S. |
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Title |
Barriers to evidence based practice by nurses in the clinical environment |
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Year |
2005 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Evidence-based medicine; Nursing |
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Abstract |
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Call Number |
NRSNZNO @ research @ 1123 |
Serial |
1108 |
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Author |
Neehoff, S.M. |
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Title |
The invisible bodies of nursing |
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Year |
2005 |
Publication |
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Abbreviated Journal |
University of Otago Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing philosophy |
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Abstract |
In this thesis, the author explores what she terms 'invisible bodies of nursing', which are the physical body of the nurse, the body of practice, and the body of knowledge. She argues that the physical body of the nurse is absent in most nursing literature. Her contention is that the physical body of the nurse is invisible because it is tacit and much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. This analysis is informed by Luce Irigaray's philosophy of the feminine, Michel Foucault's genealogical approach to analysing, and Maurice Merleau-Ponty's phenomenology. The author discusses strategies that nurses could use to make themselves more 'visible' in healthcare structures. |
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Call Number |
NRSNZNO @ research @ 1124 |
Serial |
1109 |
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Author |
Lynch, T.M. |
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Title |
A qualitative descriptive study of youth with Crohn's disease |
Type |
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Year |
2005 |
Publication |
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Abbreviated Journal |
NZNO Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Diseases; Adolescents; Nursing |
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Abstract |
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Call Number |
NRSNZNO @ research @ 1143 |
Serial |
1128 |
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