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Hedwig, J. A. (1990). Midwives: preparation and practice. Ph.D. thesis, , .
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Hickson, P. (1988). Knowledge and action in nursing: a critical approach to the practice worlds of four nurses. Ph.D. thesis, , .
Abstract: This thesis provides an interpretive critique of the way in which knowledge is viewed, transmitted and crystallized in the practice worlds experienced by four registered nurses working in acute care hospital settings. The theoretical assumptions of critical social theory underpin both the methodological approach (case study) and the analysis of data. In-depth unstructured interview, a critically reflexive dialogue between the investigator and participant focussed on the practice world experiences of the nurse, was the principle research method. A brief analysis of documentation was also undertaken.It is argued that previous studies related to nursing practice, and to the social worlds of nursing, have been limited by their failure to take account of the socio-political context in which nursing takes place. There has been a tendency to treat the transmission of knowledge in nursing and nursing practice process of information exchange. No account of socially generated constraints on personal and professional agency, or of systematic distortions in communication within the practice setting are therefore given.The analysis of data in this study demonstrates the way in which constraints on personal and professional agency were experienced by each of the four participants. In particular, practice expressing the participant's professional nursing knowledge and values ws often denied in the face of shared understandings reflective of the institutional ideology. These shared understandings included a belief in the legitimacy of medical domination over other social factors and the support of doctor, rather than nurse or patient, centered practices.This study demonstrates that the way that nurses and other social actors come to “know” and interpret their social worlds is dependent on the socio-political contest in which that knowledge in produced. It also shows how this knowledge may be treated ad though it were 'an object'. This tendency to treat existing social relationships and practices as 'natural' hence unchallengeable masks possibilities for transformative action within the practice of nursing.It is argued that a particular form of knowledge is required if nurses are to overcome the types of constraint experienced by these four nurses. This knowledge, emancipatory knowledge, is that developed in the process of shared, socially critical self-reflection rather than solitary, self-critical reflection
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Hill, N. (2001). A shared revelation: A comparative, triangulated study on improving quality of life in the terminally ill. Ph.D. thesis, , .
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Hopkins, C. J. (1998). The presenting symptoms associated with arachnoiditis and the experience of living with them in everyday life. Ph.D. thesis, , .
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Hotchin, C. L. (1996). Midwives' use of unorthodox therapies: a feminist perspective. Ph.D. thesis, , .
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Hylton, J. A. (2002). Enrolled nurse transition to degree level study based at a rural satellite campus. Ph.D. thesis, , .
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Idour, D. M. G. (1998). Stepping beyond the known – the lived experience of returning registered nurse students: an interpretive descriptive study.
Abstract: A Heideggerian Hermeneutical Analysis (HHA) approach was used for a study of returning registered nurse students (RRNS) from a nursing/health management context. In essence a descriptive interpretive study the intent has been to unveil the common meanings embedded in the lived experience of RRNS return to formal (advanced) studies. The phenomenon or issue of interest was pursued in the form of a question: What is meaningful and significant for participant RRNS in their everyday world on re-engaging in formal (advanced) nursing studies?Research from the RRNS viewpoint is scarce, so the focus of the study was to understand what RRNS themselves found to be the highlights of the experience. Participants included RRNS coming from a management background and, therefore, very much at the cutting edge of rapid and continuing change in health care provision. In addition to personal and professional reasons for returning to study, what the narratives disclosed was the compelling need experienced by the RRNS to increase understanding of changing requirements in the workplace. They looked for new possibilities to transform management of nursing/health services and for learning experiences favorable to that purpose. A key aspect of their concern related to the interactive nature of their lived experience as a RRNS with the entire context of their everyday world, that is, with the connections and relations between the study-work-homespace.Fourteen RRNS from an established university nursing programme participated in an expended non-structured interviews lasting 60 – 90 minutes. The interviews were held during 1993 in places selected by participants, some in the home but mostly in the work setting. With the consent of the participants interviews were audiotaped and then transcribed. The texts (transcriptions) were analysed hermeneutically using Heideggerian phenomenology, a particular tradition of philosophy whose concern is the meaning of Being. The concern is to make visible participants' experience of their 'world'. In this instance, it was the everyday 'world' of the participant RRNS and the lived meanings of what they experienced on return to formal (advanced) studies. Hence everyday lived experience is the focus of attention in Heiedeggerian phenomenology. In this research approach what is sought is understanding not explanation. It is a premise of phenemenology that, in general, an understanding of the meaning and significance of the lived experience can be required from the 'things' (the phenomena under study) themselves. Approaching a participant as an expert by virtue of directly experiencing the phenomenon, is basic to phenomenology. Hermeneutic analysis of the texts of the participant RRNS affirmed the authenticity of those assumptions.The study revealed several common or major themes, two relational themes and one constitutive pattern were identified through the process of textual interpretation. The constitutive pattern expressing the full complexity of the relations and connections between the themes, was found to be present in all fourteen texts; the nature of a constitutive pattern being 'that it's always there'. The constitutive pattern 'Nursing is Dwelling in Thoughtful Concern as Context Calls Forth', emerged as the major finding of the study. This pattern witnesses to the pragmatism that is inherent in nursing and commonly found in nurses' responses to the challenges presented by continuing and rapid change. For the participant RRNS nursing had become a way of engaging their energies in the workplace as appropriate to a given place, time and culture. The two relational themes accent particular aspects of the constitutive pattern. 'Nursing' is a whole pile of things'; and 'Curriculum: Reflective Openness' reveal the inherent meanings of the constitutive pattern. Firstly, that nursing is diverse in practice and has many dimensions; and,, secondly, that a curriculum befitting the diversity of nursing requires us to constantly challenge ad test the learning experiences we provide for RRNS.The fourteen participants traversed diverse pathways to acquire the understanding and skills required for altered health care structures. Adopting new relationships and 'leaping-ahead' (Heidegger, 1962), to be able to see the whole picture of what was being experienced in nursing/health care, reveals the RRNS becoming-as interpreters for both colleagues and clients. Leaping-ahead is reflective of thoughtful concern as the pattern of responding to presenting need. This way of living a life transforms work. The participant RRNS disclose that, dwelling in such a way in nursing/health work opens up a future of possibilities which brings all the presenting needs into focus. Sharing the story of their lifeworld as RRNS, the participants have exemplified the ' reflective openness' Senge(1990) advocates, as being a pre-requisite for 'learning organisations'. Contemporary oganisations require us to challenge our own thinking as well as being free to speak our minds ('participant openness'). Since, however much we value our daily life practices and understandings, they need to be 'always subject to test and improvement'. In effect, what the participants have bestowed on us is that, within the framework of a curriculum for RRNS and the content learning of a given course, we must generate a process of learning amenable to both individual and group requirements
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Idour, D. M. G. (1981). The social context and the relevance of nursing curricula. Ph.D. thesis, , .
Abstract: The relevance of Nursing Curricula and the degree of effectiveness of their outcomes for the 'consumer' ( clients, students, a given society) are seen as commiserate to the degree that a curriculum is developed with due regard for the 'social realities' of a society. "Social realities' are defined as the actual conditions, pressures, disabilities and abilities, limitations and resources that exist in the lifespan of people and form the environment within which Nursing practices. A Curriculum relevancy process ( CRP) has been developed for use as the main analytical tool of the study. CRP has been designated as an information seeking, problem solving and evaluative process. It consists of three phases with a major emphasis on the first phase, information seeking. Information has been gathered about contemporary social realities ( the year of 1979) and related Socio- health disorders. Information has been gathered and analysed from official ad voluntary sources and the findings related to curricular choices for Nursing education
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Jackson, H. (1996). Lost in the normality of birth: a study in grounded theory exploring the experiences of mothers who had unplanned abdominal surgery at the time of birth. Ph.D. thesis, , .
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Jacobs, S. (2005). Advanced nursing practice and the nurse practitioner: New Zealand nursing's professional project in the late 20th century. Ph.D. thesis, , .
Abstract: This thesis examines the forces influencing the development of contemporary advanced nursing practice in New Zealand. It begins with an historical approach to explore the various meanings of advanced nursing practice from the late 1800s through the first years of the 21st century. Seven historical understandings of the meaning of 'advanced' nursing practice emerge. The author's analysis of the broad scope of New Zealand nursing history, including a case study of the development and implementation of the nurse practitioner, draws on theoretical perspectives from sociology, political science, and nursing. She develops a “framework of critical factors for nursing to take into account when considering how to ensure the profession is able to deliver on its great potential to improve the health of New Zealand communities”. Examining the work of a range of nursing leaders, past and present, and drawing on the work of political scientist, John Kingdon, the author describes the work of several nurses as “policy entrepreneurship.”
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Jenkinson, F. H. (2003). An evaluation of nursing documentation as it relates to pro re nata (prn) medication administration.
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Jones, B. (2000). Saving lives and changing dirty nappies: Illuminating nursing in the neonatal nurse practitioner role: The New Zealand experience. Ph.D. thesis, , .
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Kavet, M. A. (1991). User and provider perceptions of service quality: an exploratory study of a professional service. Ph.D. thesis, , .
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Kinross, D. N. J. (1981). A study of individual and organisational variables in relation to charge nurse behaviour. Ph.D. thesis, , .
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Kinross, D. N. J., Nevatt, E. A., Boddy, J. M., & North, N. (1987). A nurse in an urban community: a process study. Ph.D. thesis, , .
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