| |
Records |
Links |
|
Author |
van Rooyen, P.; Dixon, D.A.; Dixon, G.; Wells, C.C. |
|
| |
Title |
Entry criteria as predictor of performance in an undergraduate nursing degree programme |
Type  |
Journal Article |
| |
Year |
2006 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
27 |
Issue |
7 |
Pages |
593-600 |
|
| |
Keywords |
Nursing; Education; Curriculum; Evaluation |
|
| |
Abstract |
This research explored the relationship between entry criteria and academic performance in the first and second year bioscience papers at Otago Polytechnic School of Nursing. The School's inclusion of a bioscience requirement varies from the Nursing Council criteria for acceptance into undergraduate nursing programmes. Six hundred and nineteen academic records of 1994-2002 graduates were sampled. Chi-square and correlational analyses found a relationship between entry qualifications and students' academic performance in the two papers. The entry criteria had a stronger relationship with the students' performance in the first year bioscience paper than the second year paper. Performance in the first year was predicative of second year performance. Age was also found to be a useful predictor of grades. These findings support the School's Bioscience entry criteria and provide important information for admission committees. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
693 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Lim, A.G.; Honey, M. |
|
| |
Title |
Integrated undergraduate nursing curriculum for pharmacology |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
|
|
| |
Volume |
6 |
Issue |
3 |
Pages |
163-168 |
|
| |
Keywords |
Pharmacology; Curriculum; Nursing; Education |
|
| |
Abstract |
This article presents an integrated approach to pharmacology education for nurses aligned with constructivist learning theory, as taught at the School of Nursing, University of Auckland. The weaving of pharmacology through the three-year undergraduate curriculum is described, showing the development of a pharmacology curricula thread. The significance of supporting curricula content in areas such as communication skills, law and ethics, as well as sound biological science and physiology knowledge are highlighted. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
707 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M.; North, N.; Gunn, C. |
|
| |
Title |
Improving library services for graduate nurse students in New Zealand |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Health Information & Libraries Journal |
Abbreviated Journal |
|
|
| |
Volume |
23 |
Issue |
2 |
Pages |
102-109 |
|
| |
Keywords |
Nursing; Education; Evidence-based medicine; Teaching methods |
|
| |
Abstract |
This paper describes a collaboration between library staff and nurse educators, where information literacy skills are strengthened and embedded in the curriculum. A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. It was found that the university library services were not used by 43% of graduate nursing students . The library staff responded by developing a number of initiatives which aimed to improve awareness of services, access and provide education in a bid to improve literacy skills. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
708 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Gage, J.; Everrett, K.D.; Bullock, L. |
|
| |
Title |
Integrative review of parenting in nursing research |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Nursing Scholarship |
Abbreviated Journal |
|
|
| |
Volume |
38 |
Issue |
1 |
Pages |
56-62 |
|
| |
Keywords |
Parents and caregivers; Nursing research; Evaluation |
|
| |
Abstract |
The authors synthesise and critically analyse parenting research in nursing. They focused on studies published between 1993 and 2004 by nurse researchers in peer-reviewed journals. Data were organised and analysed with a sample of 17 nursing research studies from core nursing journals. The majority of parenting research has been focused on mothers, primarily about parenting children with physical or developmental disabilities. Research about fathers as parents is sparse. Parenting across cultures, parenting in the context of family, and theoretical frameworks for parenting research are not well developed. The authors conclude that the scope of nursing research on parenting is limited. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
709 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McBride-Henry, K.; Foureur, M. |
|
| |
Title |
Medication administration errors: Understanding the issues |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Australian Journal of Advanced Nursing |
Abbreviated Journal |
|
|
| |
Volume |
23 |
Issue |
3 |
Pages |
33-41 |
|
| |
Keywords |
Nursing; Patient safety; Medical errors; Drug administration; Quality assurance |
|
| |
Abstract |
This literature review focused on research that primarily addresses the issues related to medications that arise in tertiary care facilities. It finds that investigations into medication errors have primarily focused on the role of nurses, and tended to identify the nurse as deliverer of unsafe practice. Over the past few years a shift in how medication errors are understood has led to the identification of systems-related issues that contribute to medication errors. The author suggests that nurses should contribute to initiatives such as the 'Quality and Safe Use of Medicines' and develop nursing led research, to address some of the safety related issues with a view to enhancing patient safety. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
715 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
O'Brien, A.J.; Hughes, F.; Kidd, J.D. |
|
| |
Title |
Mental health nursing in New Zealand primary health care |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
|
| |
Volume |
21 |
Issue |
1 |
Pages |
142-152 |
|
| |
Keywords |
Mental health; Primary health care; Nursing specialties; Community health nursing |
|
| |
Abstract |
This article describes the move in mental health from institutional care to community arrangements. It draws on international literature and New Zealand health policy, which gives increased emphasis to the role of the primary health care sector in responding to mental health issues. These issues include the need for health promotion, improved detection and treatment of mild to moderate mental illness, and provision of mental health care to some of those with severe mental illness who traditionally receive care in secondary services. These developments challenge specialist mental health nurses to develop new roles which extend their practice into primary health care. In some parts of New Zealand this process has been under way for some time in the form of shared care projects. However developments currently are ad hoc and leave room for considerable development of specialist mental health nursing roles, including roles for nurse practitioners in primary mental health care. |
|
| |
Call Number |
NRSNZNO @ research @ 730 |
Serial |
716 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Giddings, D.L.S. |
|
| |
Title |
Mixed-methods research: Positivism dressed in drag |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Research in Nursing |
Abbreviated Journal |
|
|
| |
Volume |
11 |
Issue |
3 |
Pages |
195-203 |
|
| |
Keywords |
Methodology; Nursing research |
|
| |
Abstract |
The author critiques the claim that mixed method research is a third methodology, and the implied belief that the mixing of qualitative and quantitative methods will produce the 'best of both worlds'. The author suggests that this assumption, combined with inherent promises of inclusiveness, takes on a reality and certainty in research findings that serves well the powerful nexus of economic restraint and evidence-based practice. The author argues that the use of the terms 'qualitative' and 'quantitative' as normative descriptors reinforces their binary positioning, effectively marginalising the methodological diversity within them. Ideologically, mixed methods covers for the continuing hegemony of positivism, albeit in its more moderate, postpositivist form. If naively interpreted, mixed methods could become the preferred approach in the teaching and doing of research. The author concludes that rather than the promotion of more co-operative and complex designs for increasingly complex social and health issues, economic and administrative pressures may lead to demands for the 'quick fix' that mixed methods appears to offer. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
717 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Harding, T.S. |
|
| |
Title |
New strategies in evidence based practice |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Klinisk sygepleje |
Abbreviated Journal |
|
|
| |
Volume |
20 |
Issue |
3 |
Pages |
4-11 |
|
| |
Keywords |
Evidence-based medicine; Nursing; Education; Curriculum |
|
| |
Abstract |
This article considers wider organisational issues that impact on the implementation of evidence based practice. It describes the strategies adopted by the Auckland Area Health Board and Unitec New Zealand to implement the principles of evidence based practice in New Zealand. This has resulted in a collaboration with Auckland University and the Joanna Briggs Institute for Evidence Based Nursing and Midwifery to form the Centre for Evidence Based Nursing – Aotearoa. Evidence based nursing is a vital part of nursing education. Unitec New Zealand has developed and incorporated evidence based nursing into all courses in their undergraduate programme. Central to this is the use of evidence based practice in patient care and the integration of technology with evidence based nursing in clinical practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
778 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Hughes, F. |
|
| |
Title |
Nurses at the forefront of innovation |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
International Nursing Review |
Abbreviated Journal |
|
|
| |
Volume |
53 |
Issue |
2 |
Pages |
94-101 |
|
| |
Keywords |
Organisational culture; Technology; Policy; Nursing |
|
| |
Abstract |
This paper explores the concept of innovation in nursing, the inherent set of characteristics that need to be present in order for innovations to succeed, and the barriers that impede innovation from occurring. Successful innovations developed and implemented by nurses are featured, and organisational factors necessary to support innovation are described. This paper is based on a presentation given by the author at the 23rd Quadrennial ICN Congress and 7th International Regulation Congress in Taipei in May 2005. |
|
| |
Call Number |
NRSNZNO @ research @ 796 |
Serial |
780 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
McBride-Henry, K.; Foureur, M. |
|
| |
Title |
Organisational culture, medication administration and the role of nurses |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Practice Development in Health Care |
Abbreviated Journal |
|
|
| |
Volume |
5 |
Issue |
2 |
Pages |
208-222 |
|
| |
Keywords |
Patient safety; Medical errors; Organisational culture; Nursing; Drug administration |
|
| |
Abstract |
This research study was designed to identify ways of enhancing patient safety during the administration of medications within the New Zealand context. The researchers employed a multi-method approach that included a survey using the Safety Climate Survey tool, focus groups and three clinical practice development groups. The authors conclude that the outcomes of this study indicate that practice development initiatives, such as the ones outlined in this project, can have a positive effect on nurses' perceptions of organisational safety, which in turn has been demonstrated to have a positive impact on patient safety. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
784 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Crowe, M. |
|
| |
Title |
Psychiatric diagnosis: Some implications for mental health nursing care |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Advanced Nursing |
Abbreviated Journal |
|
|
| |
Volume |
53 |
Issue |
1 |
Pages |
125-131 |
|
| |
Keywords |
Psychiatric Nursing; Diagnosis; Culture; Gender; Socioeconomic factors; Nursing models |
|
| |
Abstract |
This article explores some of the functions of psychiatric diagnosis and the implications this has for mental health nursing care. It critiques the psychiatric diagnosis as a categorisation process that maintains oppressive power relations within society, by establishing and enforcing normality through gender, culture and class biases. The American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders is used to illustrate some of the inherent biases in the diagnostic process. The author argues that mental health nursing practice needs to demonstrate an awareness of the power relations inherent in any diagnostic process and make attempts to redress these at both the individual and sociopolitical levels. To create a true patient-centred partnership in mental health nursing, the nursing focus should be on the patient's experience rather than the psychiatric diagnosis with which the experience is attributed. NB this is a reprint of article first published in Journal of Advanced Nursing, 2000 Mar; 31(3), 583-9. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
837 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Honey, M.; Waterworth, S.; Baker, H.; Lenzie-Smith, K. |
|
| |
Title |
Reflection in the disability education of undergraduate nurses: An effective learning tool? |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
|
| |
Volume |
15 |
Issue |
11 |
Pages |
449-453 |
|
| |
Keywords |
Nursing; Education; People with disabilities; Teaching methods; Evaluation |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
839 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Neville, S.J.; Gillon, D.; Milligan, K. |
|
| |
Title |
New Zealand registered nurses' use of physical assessment skills: A pilot study |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
14(1) |
Pages |
|
|
| |
Keywords |
Clinical assessment; Nursing; Evaluation |
|
| |
Abstract |
The objective of this project was to ascertain registered nurses' use of selected physical assessment skills before and after participation in a health assessment course. A pre- (also referred to as part I) and post- (part II) test design was used to investigate the research aim. Participants were obtained via a convenience sample. A questionnaire was completed at the beginning of the educational programme and then four to six weeks after completion of the assessment course. A two tailed t-test was used to identify any significant differences in the characteristics of participants from part I (N = 206) to part II (N = 145), with no differences identified. However, there was an overall mean percentage difference of 17.1% in the use of physical assessment skills after having completed the educational programme. In conclusion, the researchers found that four to six weeks after completion of a health assessment course, nurses were using the skills learned to improve their nursing practice more frequently than before the programme. |
|
| |
Call Number |
NRSNZNO @ research @ 879 |
Serial |
863 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Gardner, G.; Dunn, S.; Carryer, J.B.; Gardner, A. |
|
| |
Title |
Competency and capability: Imperative for nurse practitioner education |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Australian Journal of Advanced Nursing |
Abbreviated Journal |
The author-version of article, available online from Queensland University of Technology ePrints arc |
|
| |
Volume |
24 |
Issue |
1 |
Pages |
8-14 |
|
| |
Keywords |
Nursing; Education; Nurse practitioners; Curriculum |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
882 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
|
| |
Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
|
|
| |
Volume |
12 |
Issue |
2 |
Pages |
201-224 |
|
| |
Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
|
| |
Abstract |
This article outlines some key aspects of the practice of a number of nurse educators and researchers, and their commitment to the needs of their specific region. The group has been based at the Waikato Institute of Technology (WINTEC) over the last decade and have worked collaboratively across primary health, cultural safety, and child and family health domains of the nursing curriculum. They share a common philosophy underpinned by notions of diversity and health equity. The philosophy informs their theoretical inquiry, practice and research interests, and pedagogical concerns. In this article, the nurse researchers begin by situating themselves within the region, its people, and influences before moving into a consideration of the wider political and policy environment. They then consider the destabilising effects of cultural safety education and the tension between biculturalism and multiculturalism in their context. Finally, they reflect on how these ideas inform their work with postgraduate child and family nurses. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
883 |
|
| Permanent link to this record |
