Diers, D. (2008). “Noses and eyes”: Nurse practitioners in New Zealand. Nursing Praxis in New Zealand, 24(1 (Mar)), 4–10.
Abstract: Principles for understanding and evolving nurse practitioner practice, politics and policy are distilled from 40 years of experience in the United States and Australia. The issues in all countries are remarkably similar. The author suggests that some historical and conceptual grounding may assist the continuing development of this expanded role for nursing in New Zealand.
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Noble-Adams, R. (2001). 'Exemplary' nurses: An exploration of the phenomenon. Nursing Praxis in New Zealand, 17(1), 24–33.
Abstract: This paper examines the phenomenon of exemplary nursing. It includes a literature review to identify the characteristics of good nurses. These include particular personality traits, altruism, caring, expert practice, vocation, commitment and attitude. Aspects of the nurse-patient relationship with such nurses is described.
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Jenkins, B., & Huntington, A. (2016). 'We are the international nurses': an exploration of internationally-qualified nurses' experiences of transitioning to New Zealand and working in aged care. Nursing Praxis in New Zealand, 32(2).
Abstract: Explores the experiences of Filipino and Indian internationally-qualified nurses who have immigrated to NZ to work as registered nurses in aged care. Conducts a small-scale study in a large retirement facility in urban NZ using a qualitative approach comprising semi-structured interviews and one focus group. Discusses the physical, social and professional transitions the nurses made to work in aged care in this country.
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Papps, E. (2001). (Re)positioning nursing: Watch this space. Nursing Praxis in New Zealand, 17(2), 4–12.
Abstract: This paper traces the emergence of categories of nurse over the last hundred years from the time that the Nurses Registration Act became law in 1901. Insights from the work of Michel Foucault are utilised to show how nurses and nursing have been historically shaped and positioned. It is suggested that the recent endorsement by the Nursing Council of New Zealand of the concept and title of 'nurse practitioner' represents an opportunity for nurses to imagine what might be constructed for their roles.
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Cook, C. (2016). A 'Toolkit' for Clinical Educators to Foster Learners' Clinical Reasoning and Skills Acquisition. Nursing Praxis in New Zealand, 32(1).
Abstract: Asserting that little research into the novice-to-expert continuum has been applied to the development of novice educators, synthesises three teaching and learning models -- the Model of Practical Skill Performance; the 4A Model; and Five Minute Preceptor -- and three specific skills -- 'think aloud', questioning, and feedback -- which together comprise a 'toolkit' of skills-teaching to assist educators in planning learners' skills acquisition.
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McPherson, G., Horsburgh, M., & Tracy, C. (2005). A clinical audit of a nurse colposcopist: Colposcopy, cytology, histology correlation. Nursing Praxis in New Zealand, 21(3), 13–23.
Abstract: A clinical audit was undertaken to assess the diagnostic skills of the nurse colposcopist measuring colposcopy: histology: cytology correlation. At National Women's Health the first New Zealand nurse colposcopist training programme was developed in 2000. A retrospective audit of the colposcopy clinical records was performed during the nurse's training programme between July 2000 and March 2002. An 82% (82/100) histology: cytology: colposcopy correlation was achieved by the nurse in the third phase of her training programme. The results are comparable with other reported studies involving medical and nurse colposcopists. Expertise in colposcopy examination can be incorporated into the broader role of a Nurse Practitioner working in the area of women's health.
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Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one. Nursing Praxis in New Zealand, 19(2), 41–51.
Abstract: Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing.
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Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two. Nursing Praxis in New Zealand, 19(3), 40–49.
Abstract: In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge.
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Roud, D., Giddings, D. L. S., & Koziol-McLain, J. (2005). A longitudinal survey of nurses' self-reported performance during an entry-to-practice programme. Nursing Praxis in New Zealand, 21(2), 37–46.
Abstract: The researchers conducted a study to compare self-reported changes in both frequency and quality of performance of nursing behaviours in a cohort of recently graduated nurses undertaking a one year entry to practice programme. Thirty-three nurses were surveyed, seven weeks after beginning the programme and again seven months later, using a modified version of Schwirian's (1978) Six-Dimension Scale of Nursing Performance (6-DSNP). Over the study period participants reported significant increases in frequency of performance for the domains of leadership, critical care, teaching/collaboration, and planning/evaluation. Significant increases in the quality of nurse behaviours in the domains of critical care, planning/evaluation and interpersonal relations/communication were also reported. The modified Schwirian 6-DSNP was found to be a useful instrument for measuring nurses' self reporting of performance during periods of transition.
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Phillips, B. N. (2005). A survey of mental health nurses' opinion of barriers and supports for research. Nursing Praxis in New Zealand, 21(1), 24–32.
Abstract: This paper reports the findings of a preliminary survey of two district health boards, which shows that high workloads and lack of relief staffing appear as the greatest hurdles to mental health nurses participating in practice-based nursing research. A further constraint on their participation is lack of research expertise and experience. Consultative discussions with senior mental health nurses support these conclusions. In this paper, mentoring and flexible research designs are promoted as possible ways of overcoming these barriers.
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Scott, S. (2011). A tripartite learning partnership in health promotion. Nursing Praxis in New Zealand, 27(2), 16–23.
Abstract: Describes a partnership between a NZ nursing programme and a community trust whereby nursing students enrolled with youth at a local high school that promoted health. Argues that the strategy contributes to the students' acquisition of the collaborative skills required to develop nursing partnerships within communities.
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Spence, D. (2004). Advanced nursing practice through postgraduate education, part one. Nursing Praxis in New Zealand, 20(2), 46–55.
Abstract: In New Zealand the clinically focused postgraduate papers and programmes, available through universities and polytechnics, are evaluated from an educational perspective but little evaluation of the implications for practice has been undertaken. This paper is Part One of a report on a study that sought to illuminate the impact of clinically focused postgraduate education on advancing nursing practice. Hermeneutic methodology provided a framework for analysing both the perspectives of nurses who had undergone such education and those who had directly employed and worked alongside these nurses. Emerging themes are described here. In a second article the findings will be discussed in relation to literature. Constraining factors will be identified and strategies designed to maximise the benefits of education for advancing nursing practice will be recommended.
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Jacobs, S. (2003). Advanced nursing practice: Time and meaning. Nursing Praxis in New Zealand, 19(3), 29–39.
Abstract: The particular, contemporary meanings ascribed to “advanced nursing practice” in New Zealand have been debated and delineated in the 1990s, culminating in the launch of the nurse practitioner role at a conference sponsored by the Ministry of Health and the Nursing Council of New Zealand in August, 2001. Drawing on archival materials, documents, other texts and voices, this article explores the evolution of connotations and meanings of the word “advanced” as applied to nursing in New Zealand. The focus is on clinical practice, research, teaching, consulting, higher education, and advancement of the profession. Historical aspects of advancement in New Zealand nursing are examined, including registration, unsupervised practice, technical specialisation, and career development.
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Connor, M. (2003). Advancing nursing practice in New Zealand: A place for caring as a moral imperative. Nursing Praxis in New Zealand, 19(3), 13–21.
Abstract: The author argues that the framework of competencies required for advanced nursing practice should include a moral dimension in order to take account of relational as well as functional competencies. There is no recognition of the relational competencies required to practice caring as a moral imperative. The Nursing Council of New Zealand expects that nurses will practise 'in accord with values and moral principles'. The paper explores the history of two nursing discourses, that which sees nursing as a functional occupation and that which emphasises the relationship between nurse and patient. A practice exemplar is used to demonstrate positive outcomes from advanced relational competencies.
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Spence, D. (2004). Advancing nursing practice through postgraduate education, part two. Nursing Praxis in New Zealand, 20(3), 21–30.
Abstract: This paper continues presentation of the findings of a North Island based research project that explored the impact of clinically focused postgraduate education on advancing nursing practice. Like their international counterparts, increasing numbers of New Zealand nurses are enrolling in advanced practice programmes. Yet, despite international evidence supporting the usefulness of Masters level preparation for advancing clinical practice, questions about the need for such development persist. This paper argues that postgraduate education contributes to the development of courage and that this, in turn, is essential to overcoming the barriers that currently constrain the advancement of nursing practice.
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