| |
Records |
Links |
|
Author |
Lindsay, N.M. |
|
| |
Title |
Family violence in New Zealand: A primary health care nursing perspective |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
|
| |
Volume |
14 |
Issue  |
7 |
Pages |
7-16 |
|
| |
Keywords |
Domestic violence; Primary health care; Nursing specialties |
|
| |
Abstract |
This article explores the implications of clinical decision making by primary health care nurses in relation to identifying family abuse, particularly partner abuse. The historical and sociological background to family violence in New Zealand, and government-led strategies are considered, along with issues for Maori and Pacific peoples. The concept of health literacy in relation to family violence is also briefly discussed. |
|
| |
Call Number |
NRSNZNO @ research @ 1309 |
Serial |
1293 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Gallagher, P. |
|
| |
Title |
Preconceptions and learning to be a nurse |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
27 |
Issue |
8 |
Pages |
878-884 |
|
| |
Keywords |
Nursing; Education; Attitude of health personnel; Theory |
|
| |
Abstract |
This article discusses the important role that preconceptions play in the process by which students learn to be nurses. The importance of preconceptions emerged from the analysis of data in a grounded theory study that sought to gain a greater understanding of how undergraduate student nurses in New Zealand experienced and responded to differences they perceived between the theory and the practice of nursing. It became clear that the preconceptions each student nurse held about the nature of nurses and nursing care were the standards against which the worth of the formal, practical and personal theories to which students were exposed during their nursing degree was evaluated. It was clear that preconceptions functioned as the mediator between the intentions of nursing education and the learning that eventuated for each student from practicum experiences. The implications for nursing education, for which preconceptions are not generally highly valued as a basis for learning about professional nursing, are that the individual experience and personal characteristics of each student receive significant focus when a nursing programme is planned. This means that the orthodox principles that underpin the design of nursing curricula should be reviewed and an overtly constructivist perspective adopted for nursing education for which the prior experiences of the student are the starting point. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
931 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Neville, S.J.; Gilmour, J.A. |
|
| |
Title |
Differentiating between delirium and dementia |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
13 |
Issue |
9 |
Pages |
22-25 |
|
| |
Keywords |
Dementia; Psychiatric Nursing; Clinical assessment; Older people |
|
| |
Abstract |
Accurate nursing assessment is a critical element in the identification of health problems and treatment strategies for older adults who have delirium and/or dementia. This practice update provides information on the differentiation between these two debilitating and adverse health events, along with some useful assessment frameworks and other resources. Comments from people with delirium and dementia are interspersed throughout the article to draw attention to the impact of these conditions on people's lives and well-being. The article includes the 'A presenting concern framework', useful mnemonic devices to help nurses assess an older person who may have delirium or dementia, and a list of online resources. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
983 |
|
| Permanent link to this record |
