|
|
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.
|
|
|
|
Spence, D. (2012). Preparing registered nurses depends on 'us and us and all of us'. Nursing Praxis in New Zealand, 28(2), 5–13.
Abstract: Reports on the qualitative findings of a collaborative study undertaken to monitor implementation of a new model of clinical education for undergraduate nursing students. Describes the development of a clinical education model devised by 3 District Health Boards (DHBs) and 2 universities, based on the inclusion of student nurses in team nursing.
|
|
|
|
Donovan, D., Diers, D., & Carryer, J. (2012). Perceptions of policy and political leadership in nursing in New Zealand. Nursing Praxis in New Zealand, 28(2), 15–25.
Abstract: Describes a qualitative study of 18 nurse leaders interviewed about issues affecting their will to participate in political action, leadership, and policy work. Asks the nurses to describe their personal stages of political development, how they view NZ nurses' and nursing organisations' political development, and their views on increasing the role of nursing in healthcare policy development. Analyses the interviews to identify major themes.
|
|
|
|
Barnhill, D., McKillop, A., & Aspinall, C. (2012). The impact of postgraduate education on registered nurses working in acute care. Nursing Praxis in New Zealand, 28(2), 27–36.
Abstract: Undertakes a quantitative descriptive study to investigate the impact of postgraduate education on the practice of nurses working in medical and surgical wards of a District Health Board (DHB) hospital. Distributes an anonymous postal survey to 57 registered nurses and 25 senior nurses in these clinical areas and discusses the findings.
|
|
|
|
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.
|
|
|
|
Hedley, C. and others. (2012). The B4 school check behaviour measures : findings from the Hawke's Bay evaluation. Nursing Praxis in New Zealand, 28(3), 13–23.
Abstract: Evaluates the B4 School Checks in Hawke's Bay, focusing on children assessed as having behaviour issues, as determined by the Strengths and Difficulties Questionnaire (SDQ). Reviews Health Hawke's Bay (HHB) records for the number and demographics of the children assessed, and the interventions recommended. Interviews 36 parents to discover what difference the B4 check made to children's behaviour and which aspects of the check contributed to successful outcomes.
|
|
|
|
Noble-Adams, R. (2012). Cancer Connect New Zealand : description and retrospective audit. Nursing Praxis in New Zealand, 28(3), 24–34.
Abstract: Retrospectively audits the Cancer Connect New Zealand (CCNZ)service to review, assess and describe 156 paper records of CCNZ matches made between July 2008-July 2009. Records baseline demographic data of those using and providing the CCNZ service.
|
|
|
|
Haitana, J., & Bland, M. (2011). Building relationships : the key to preceptoring nursing students. Nursing Praxis in New Zealand, 27(1), 4–12.
Abstract: Seeks to understand the experiences of being a preceptor of student nurses, and the factors that impact on the role. Undertakes a qualitative descriptive study in a small provincial hospital of 5 registered nurse preceptors, who complete semi-structured audio-taped interviews. Analyses the data using a step-by-step process.
|
|
|
|
Mackay, B.(and others). (2011). Utilising the hand model to promote a culturally-safe environment for international nursing students. Nursing Praxis in New Zealand, 27(1), 13–24.
Abstract: Backgrounds and describes the Hand Model, developed by a nurse teacher to assist her in teaching cultural safety, and suggests its potential to provide a framework for creating a culturally-safe environment for international students in NZ, including those aspects of cultural safety specific to NZ.
|
|
|
|
Wood, P. J. (2011). Understanding and evaluating historical sources in nursing history research. Nursing Praxis in New Zealand, 27(1), 25–33.
Abstract: Describes four historical sources relevant to the history of nursing in NZ. Uses them to explain how nurse researchers can evaluate their research material. Outlines the five dimensions of evaluation: provenance, purpose, context, veracity, and usefulness. Explains the questions that must be addressed in each dimension of the evaluation. Illustrates the different kinds of information available in the 4 selected historical sources, by references to individual nurses.
|
|
|
|
Shih, L. - C., & Honey, M. (2011). The impact of dialysis on rurally based Maori and their whanau/families. Nursing Praxis in New Zealand, 27(2), 4–15.
Abstract: Explores the impact of dialysis on Maori and their whanau/families. Examines the experiences of 7 rural Maori dialysis outpatients, who are interviewed along with their whanau. Identifies and discusses four themes emerging from the findings.
|
|
|
|
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.
|
|
|
|
Roberts, J., Floyd, S., & Thompson, S. (2011). The clinical nurse specialist in New Zealand : how is the role defined? Nursing Praxis in New Zealand, 27(2), 24–35.
Abstract: Reports the findings from research designed to investigate the role of the clinical nurse specialist (CNS) and how it is defined by New Zealand District Health Boards (DHBs). Identifies the current requirements and expectations of the CNS role and how it is defined in practice. Collects 15 CNS job descriptions from 8 DHBs, subjecting them to thematic analysis yielding 4 key areas of the CNS role.
|
|
|
|
Scott, S.(and others). (2011). The graduate nursing workforce : does an international perspective have relevance for New Zealand? Nursing Praxis in New Zealand, 27(3), 4–12.
Abstract: Reviews studies of nursing graduates that use local, regional or national populations of graduates to explore reasons for turnover over periods of time longer than the first twelve months of transition to practice. Identifies the reasons for mobility within nursing and out of the profession altogether.
|
|
|
|
Rodgers, V., & Gilmour, J. (2011). Shaping student nurses' attitudes towards older people through learning and experience. Nursing Praxis in New Zealand, 27(3), 13–20.
Abstract: Presents findings of a study comparing student nurse attitudes towards older people before and after an introductory nursing paper that included gerontology theory and clinical practice in an aged-care setting. Administers The Kogan Attitudes Towards Old People Scale to 56 nursing studies students at the beginning and end of the semester of study.
|
|
