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Donaldson, A. (2019). Forensic clinical nurses in emergency departments: an emerging need for New Zealand. Kai Tiaki Nursing Research, 10(1), 54–58.
Abstract: Performs a systematic review of the literature undertaken to gather evidence to support the establishment of clinical forensic nurse specialist roles in NZ emergency departments. Examines research on the role, function and purpose of the clinical forensic nurse in caring for the most challenging patients while upholding ethical and legal principles
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Wraight, J. (2019). Assessing English language skills of internationally-qualified nurses in New Zealand. Kai Tiaki Nursing Research, 10(1), 59–60.
Abstract: Introduces the Clinical Communication Assessment Framework (CCAF), adapted by Nelson Marlborough Institute of Technology from communication assessment guidelines developed in Australia to assess nursing students' English language proficiency. Uses this framework to assess nurses, before the competency assessment programme (CAP) four-week clinical nursing placement, for the first time in NZ.
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Ledesma-Libre, K. (2019). Factors influencing nurses' choice to work in mental health services for older people. Kai Tiaki Nursing Research, 10(1), 61–62.
Abstract: Explores what influences nurses to work in mental health services for older people (MHSOP)and what factors encourage those who did not choose this area of nursing, to continue in MHSOP. Includes nurses' positive and negative perceptions of MHSOP. Collects data via focus group discussions with 30 mental health nurses.
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Crawford, R. (2019). Using focused ethnography in nursing research. Kai Tiaki Nursing Research, 10(1), 63–67.
Abstract: Details how the author employed focused ethnography in her doctoral research to investigate nurses' and parents' experience of emotional communication in the context of a children's unit of a regional hospital in NZ. Interviews 10 parents and 10 nurses after the children were discharged. Validates the ethnographic method as a means of inspecting the hidden as well as observable aspects of nurse-parent interaction.
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Lesa, R. (2019). Personal experience of using a case study for a doctorate. Kai Tiaki Nursing Research, 10(1), 68–70.
Abstract: Draws on personal experience us using a case study for doctoral research. Presents practical insights into the process of designing a credible research case study based on the author's research into the experiences of third-year nursing students in simulation and clinical practice.
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Holloway, K., Baker, J., & Lumby, J. (2009). Specialist nursing famework for New Zealand: A missing link in workforce planning. Policy, Politics, & Nursing Practice, 10(4), 269–275.
Abstract: Explores the NZ context underpinning adequate specialist nurse workforce supply, contending that effective workforce planning would be supported by the
development of a single unified framework for specialist nursing practice in NZ, with the potential to support accurate data collection and to enable service providers to identify and plan transparent and transferable pathways for specialist nursing service provision and development. Argues that advanced practice nursing frameworks assist in increasing productivity through building an evidence base about advanced practice, enhancing consistency and equity of expertise, supporting a reduction in role duplication, and enabling succession planning and sustainability.
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Walker, L., Clendon, J., & Willis, J. (2018). Why older nurses leave the profession. Kai Tiaki Nursing Research, 9(1), 5–11.
Abstract: Examines whether reasons reported in the international 'intention to leave nursing' literature match those given by NZ nurses who left the profession before retirement age. Conducts an online survey in 2016 of nurses who had left the NZNO. Asks about their decision-making process, factors that led to the decision, and what workplace changes might have helped them remain. Analyses results by age cohort.
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Song, J. (2018). Ethics education in nursing: challenges for nurse educators. Kai Tiaki Nursing Research, 9(1), 12–17.
Abstract: Explores the experiences of a group of nurse educators responsible for teaching ethics to undergraduate nursing students. Discusses the ethical challenges they encounter in their classroom practice. Employs a case study approach to explore the experiences of seven educators working at a large tertiary institution. Interviews them to ascertain the challenges they face in teaching ethics to nursing students, and how best to overcome them.
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Kumari, P., Ritchie, S., Thomas, M., & Jull, A. (2018). Patient experience of care delivered by an outpatient intravenous antibiotic service. Kai Tiaki Nursing Research, 9(1), 18–26.
Abstract: Surveys patients' experience of the care provided by the outpatient intravenous antibiotic (OPIVA) service at Auckland City Hospital. Invites 101 patients to participate, of whom 75 completed the questionnaire. Asks about communication with the OPIVA nurses and doctors, the information provided about the service, the training for it and the convenience of attending the OPIVA clinic.
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Proverbs, A., & McClunie-Trust, P. (2018). Bachelor of nursing students' experience of dialogue with nurse lecturers. Kai Tiaki Nursing Research, 9(1), 27–34.
Abstract: Reports the findings of research exploring third-year BN students' experiences of dialogue with nurse lecturers during clinical practice placements. Examines student interactions and conversations with nurse lecturers in clinical practice. using and interpretive approach informed by Heideggarian phenomenology to understand how the relationship supports learning.
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Hughes, M., Kirk, R., & Dixon, A. (2018). Direction and delegation for New Zealand nurses. Kai Tiaki Nursing Research, 9(1), 36–37.
Abstract: Investigates how enrolled nurses (EN) and registered nurses (RN) perceive their experiences of direction and delegation. Employs narrative enquiry to describe communication during direction and delegation interactions.
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Palmer, J. (2018). Benefits of rigid dressings following lower-limb amputation. Kai Tiaki Nursing Research, 9(1), 38–39.
Abstract: Performs an integrative review of five randomised controlled trials, and five retrospective case analyses to explore the benefits of using rigid dressings following lower-limb amputation for people with compromised circulation.
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McClunie-Trust, P. (2018). How to peer review a research article: nurse researchers and expert clinicians have an important role as peer reviewers. Kai Tiaki Nursing Research, 9(1), 40–41.
Abstract: Explains the aim of peer review, the role of the peer reviewer, and the peer review process. Considers professional responsibilities in peer review and notes the value of written feedback.
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Vick, M., Dannenfeldt Gudrun, & Shaw, B. (2017). Do students training to be health-care workers have compassionate attributes? Kai Tiaki Nursing Research, 8(1), 16–22.
Abstract: Measures the extent to which health-care students began their training with compassionate attributes. Defines compassion as an awareness of others and a desire to help, using a non-judgmental approach. Highlights the significance of compassion in health care. Provides a self-administered 'compassion to others' psychometric scale to measure compassionate attributes to 146 students enrolled in the first semester of nursing, midwifery and social work at the Waikato Institute of Technology (Wintec). Analyses data using the SPSS and ANOVA for descriptive statistics and predictive information.
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Marshall, B., Craig, A., & Meyer, A. (2017). Registered nurses' attitudes towards, and experiences of, aggression and violence in the acute hospital setting. Kai Tiaki Nursing Research, 8(1), 31–36.
Abstract: Examines NZ registered nurses' experiences of aggression and violence and the impact of aggression management training (AMT) on their experiences. Collects data using an internet survey incorporating Collins' Attitudes Towards Aggressive Behaviours Questionnaire. Rates the effect of participation in AMT on exposure to aggression or violence and its impact on attitudes towards aggression and violence.
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