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Fourie, W., & Oliver, J. D. (2002). Defining currency of practice for nurse educators. Nursing Praxis in New Zealand, 18(3), 30–39.
Abstract: Recent Nursing Council of New Zealand guidelines for competence-based practising certificates and the fact that all nurse educators must have a current practising certificate prompted the Nursing Schools within the Tertiary Accord of New Zealand (TANZ) to explore issues surrounding current competency in practice and how this can be maintained by nurse educators. The authors note that discussions related to competence-based practising certificates generally refer to competence only in terms of direct patient care. They set out to clarify the issue with specific reference to nurse educators who, by the nature of their scope of practice, often do not carry a patient caseload. They review the literature relating to currency of practice and draw on the findings of a survey of TANZ Nursing Schools and provide a position on how currency of practice applies to nurses working in an educational setting. They present strategies to maintain clinical, teaching and scholarly currency and make some suggestions for providing evidence that currency of practice is maintained.
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Holloway, K. T. (1999). Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program. Nursing Praxis in New Zealand, 14(1), 22–32.
Abstract: This research seeks to determine an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical-surgical areas in 2 large hospitals offering student placements were asked to rate the frequency of performance of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considers for inclusion in the undergraduate programme. Clinicians were asked to list the 10 most important skills and related level of competence expected from the newly-registered nurse.
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Holloway, K. T. (1998). Developing evidence based in clinical teaching (contexually modified replication study) (Vol. 14). Ph.D. thesis, , .
Abstract: There is concern over the standards of nursing practice skill acquisition in undergraduate programs. One of the issues relevant to this is which of the multitude of nursing practice skills to include in an undergraduate program. Previous research by Alavi, Loh and Reilly (1991) has been modified and used in clinical settings in the New Zealand context in order to address this concern. Competency level of the most important skills identified by clinicians was also sought in order to aid development of a skill curriculum for Whitireia Community Polytechnic. There is a strong theoretical support for the preparation of student nurses in skills laboratories prior to clinical learning experience in order to maximise learning. Further directions for study are covered with discussion of the implications for teaching from the research findings
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Robertson, H., Carryer, J., & Neville, S. (2015). Diffusion of the Primary Health Care Strategy in a small District Health Board in New Zealand. Nursing Praxis in New Zealand, 31(3). Retrieved May 20, 2024, from http://www.nursingpraxis.org
Abstract: Reports the findings of a study examining aspects of the implementation of the Primary Health Care Strategy on primary health care nursing in a small district health board (DHB) in NZ. Conducts an instrumental case study informed by onstructionism and underpinned by a qualitative interpretive design. Collects data from policy documents and strategic plans and by means of interviews with managers at middle and senior levels at the local DHB and two PHOs.
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Walker, L. (2019). Do New Zealand's nursing students know how to access health-promotion services and look after their own health? Nursing Praxis in New Zealand, 35(1). Retrieved May 20, 2024, from http://www.nursingpraxis.org
Abstract: Examines nursing students' knowledge about services, their access to facilities and their confidence in referring sources of health promotion to other students. Offers a web-based survey to nursing students at 23 nursing schools providing undergraduate nursing education in NZ. Conducts descriptive statistical analysis and compares groups based on age, year of study and ethnicity, using 2-sample t-tests. Describes the responses regarding service availability, health-promoting aspects of each campus, and confidence in provision of health advice.
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Hunter, K., Roberts, J., Foster, M., & Jones, S. (2021). Dr Irihapeti Ramsden's powerful petition for cultural safety. Nursing Praxis in New Zealand, 37(1). Retrieved May 20, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2021.007
Abstract: Revisits the concepts addressed in Ramsden's speech to nursing graduands in 1990, 'Moving On'. Places the speech in the context of her later articles on cultural safety, in 1993 and 2000. Maintains that the concept is critically relevant in 2021 due to health disparities for Maori.
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Rook, H., Hales, C., Milligan, K., & Jones, M. (2021). Dr Jill Wilkinson's discourse analysis of the sources of power and agency for nursing. Nursing Praxis in New Zealand, 37(1). Retrieved May 20, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2021.012
Abstract: Highlights two articles written by Jill Wilkinson in 2008 pertaining to the Ministerial Taskforce on Nursing in 1998, in which she discusses the conflict between autonomy and unionism in nursing and the development of the nurse practitioner (NP) role. Considers the ongoing challenges to establish NP toles in mainstream health services.
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Duthie, A., Roy, D. E., & Niven, E. (2015). Duty of care following stroke: family experiences in the first six months. Nursing Praxis in New Zealand, 31(3). Retrieved May 20, 2024, from http://www.nursingpraxis.org
Abstract: Uses hermeneutic phenomenology to examine how stroke affects the survivor’s wider
family. Investigates the experience of becoming and being a family member of someone who has had a stroke, during the first six months from the initial stroke. Interviews three participants from the same extended family at six weeks, three months and six months. Identifies the emerging themes and sub-themes of their care for the survivor.
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Richardson, S. (1999). Emergency departments and the inappropriate attender: Is it time for a reconceptualisation of the role of primary care in emergency facilities? Nursing Praxis in New Zealand, 14(2), 13–20.
Abstract: This paper reviews currently identified issues concerning emergency department attendance, and examines the core question of the role of primary care in the emergency department. Asks whether this is an appropriate use of emergency department resources, and if so, what the implications are for the role of the emergency nurse. Suggests the establishment of Minor Injury Units in New Zealand like those in the UK.
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Wilson, S., & Carryer, J. B. (2008). Emotional competence and nursing education : A New Zealand study. Nursing Praxis in New Zealand, 24(1 (Mar)), 36–47.
Abstract: Explores the challenges encountered by nurse educators who seek to assess aspects related to emotional competence in nursing students. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
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Haggerty, C., Holloway, K., & Wilson, D. (2012). Entry to nursing practice preceptor education and support : could we do better? Nursing Praxis in New Zealand, 28(1), 30–39.
Abstract: Reveals that recent longitudinal evaluation of 21 Nursing Entry to Practice (NETP) programmes in NZ identified that preceptorship selection, education and support are not properly resourced. Identifies the factors preventing preceptors from receiving appropriate training and recommends development of a clearly-defined preceptor selection and education process.
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Lu, H., & Maithus, C. (2012). Experiences of clinical tutors with English as an additional language (EAL) students. Nursing Praxis in New Zealand, 28(3), 4–12.
Abstract: Conducts a study of the perceptions of new nursing graduates, with English as an additional language (EAL), on how they developed spoken language skills for the clinical workplace. Interviews 4 clinical tutors to elicit their views on the language development of EAL students. Outlines the themes that emerged from the tutor interviews.
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Pijpker, R., & Wilkinson, J. (2019). Experiences of district nurses working with people with spinal cord injury: a descriptive account. Nursing Praxis in New Zealand, 35(2). Retrieved May 20, 2024, from www.nursingpraxis.org
Abstract: Aims to generate a descriptive account of the experiences of district nurses working with people with spinal cord injury (SCI). Conducts a qualitative descriptive study using semi-structured interviews with three district nurses about their role. Reveals three themes related to the district nurses' role: tasks; complexity; barriers/enablers affecting performance. Suggests that the role of district health nurses meeting the needs of people with SCI requires review.
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Bolitho, S., & Huntington, A. D. (2006). Experiences of Maori families accessing health care for their unwell children: A pilot study. Nursing Praxis in New Zealand, 22(1), 23–32.
Abstract: The aim of this study was to explore with a small number of Maori families their experiences of accessing health care when their children were unwell with a respiratory condition. A qualitative research methodology was used in the study. Participating families were among those experiencing an admission to a children's ward between July and December 2003. Four families were interviewed. They discussed in depth their experience of accessing health care for their unwell children. Data were analysed using thematic analysis, and three common themes were evident: family resources, choice of health service provider and parents' feelings of vulnerability. The findings highlight that while socio-economic status plays a large part in determining the ease with which families can access the needed health care, there are other barriers within the health system which also pose difficulties for Maori.
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Gallaher, L. (1999). Expert public health nursing practice: A complex tapestry. Nursing Praxis in New Zealand, 14(3), 16–27.
Abstract: The research outlined in this paper used Heideggerian phenomenology to examine the phenomenon of expert public health nursing practice within a New Zealand community health setting. Narrative interviews were conducted with eight identified expert practitioners who are currently practising in this speciality area. Data analysis led to the identification and description of themes which were supported by paradigm cases and exemplars. Four key themes were identified which describe the finely tuned recognition and assessment skills demonstrated by these nurses; their ability to form, sustain and close relationships with clients over time; the skilful coaching undertaken with clients; and the way in which they coped with the dark side of their work with integrity and courage.
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