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Eopapong-Thongkajai, E. (1980). Effects of structured pre-operative teaching upon post-operative physical recovery and psychological welfare. Ph.D. thesis, , .
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White, E. L., & Whiteman, E. J. One approach to nursing manpower planning: a regional perspective.
Abstract: A dual presentation. This abstract gives only the research section of the presentation.A description of the data base components for Wellington Hospital Board Nursing Manpower Planning, which includes;Patients-: population based, bed based, best estimate, average daily bed occupancy andcategories.Nurses-: categories, whole time equivalents, attrition, nursing hours available, nursing hours lost.Finance.Assumptions for patient and nursing staff projections to 1986 are given.Financial constraints and the “buying” of nurses.A proportion of nursing positions are fixed by establishments and policy. The degree of flexibility remaining to “buy” differing categories of nursing staff
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Adamson, M. J. (1997). Action research: the journey from enrolled nurse to registration and beyond. Discovering a process to promote self-efficacy and professional development. Ph.D. thesis, , .
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Tangamonsiri, D. (1978). Teaching coping behaviour to psychiatric patients. Ph.D. thesis, , .
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Alessi, L. (1990). The role of quality assurance strategies in the evaluation of New Zealand nursing services. Ph.D. thesis, , .
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Bassett-Smith, J. L. (1988). Midwifery practice: authenticating the experience of childbirth. Ph.D. thesis, , .
Abstract: The purpose of this grounded theory study was to identify, describe and provide a conceptual explanation of the process of care offered by midwives and the effects of that care on women's experiences of childbirth on hospital. Ten couple participants and their attendant midwives provided the major source of data. The primary data collection methods used in this study were participant observation during each couple's experience of labour and birthing, antenatal, hospital and postnatal interviews with couples along with formal and informal interviews with midwives.Constant comparative analysis of data eventuated in the identification, in the context of this study denotes a process that is engaged in by both midwives and birthing women in order to establish practice, and the experience of giving birth, as being individually genuine and valid.Authenticating is multifaceted and is seen to include the intertwined and simultaneously occurring phases of 'making sense', 'reframing', 'balancing' an 'mutually engaging'.The process of authenticating is proposed as a possible conceptual framework for midwifery practice. It identifies the unique contribution the midwife can make to a couple's experience of childbirth and serves in a conceptual way to unite the technical and interpersonal expertness of the midwife. The conceptual framework of authenticating legitimizes 'being with' women in childbirth and facilitates a women-centred approach to care with consequent implications for practice, education and research
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Chah, C. - L. (1989). A prediction study of success in nursing course applicants, students and graduates. Ph.D. thesis, , .
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Guilliland, K. (1998). A demographic profile of independent (self-employed) midwives in New Zealand Aotearoa. Ph.D. thesis, , .
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Gordon, M. J. (1988). View of the new – a case study of the perceptions of nurse tutors support and development in the first two years of their employment. Ph.D. thesis, , .
Abstract: This study was designed to explore the perceptions of Nurse Tutors, of their first two years following appointment to teaching positions, in a small regional Polytechnic . There was particular emphasis on factors they believed enhanced or impeded their performance, in the first two years of their employment.It was hoped the project would serve as a springboard for their development of support to assist Nursing Tutors during the first two years in their employment.The purpose of the study was not to examine the formal induction process, or the role of the staff development unit. Instead it aimed to focus on the experience of the Nursing Tutors within the Nursing school, and associated practicum teaching.An essentially qualitative approach was adopted. The aim being to discover patterns in the data from the research, and explore these themes with reference to relevant literature. Case study was chosen as the design framework for the study.Participants in the study were five Nurse Tutors who had joined the Polytechnic during the last two years and volunteered to participate in the study.Data was gathered by interview based on critical incidents, identified by participants. Themes identified from interview transcripts are discussed with reference to relevant literature. These themes indicated that tutors looked forward to their new role with anticipation, but that initial teaching experience was somewhat negative, and they did not feel well prepared. An important issue was congruency between the Nursing Curriculum (with focus on care), relationships with students and staff, and institutional constraints. The tutors coped with multiple demands, the three worlds of the Polytechnic , Health Care system and home (and for some degree study!). Participants were actively seeking strategies for successful teaching and able to reflect on aspects they wished to change. Although there were common elements , each participant demonstrated individual strengths and needs.The study concludes with suggestions for future action, including appropriate preparation prior to initial teaching, attention to initial workloads, exploration of buddying, discussion of what constitutes a safe, caring, learning and teaching environment and the relationship to the Nursing curriculum. It is suggested that collaborative sessions in order to share expertise in teaching and learning and/or action research may assist in support of new tutors (and ultimately benefit all staff)
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Goffe, R. (1988). Nursing practice in a hospital context: the subjective experience of four female nurses. Ph.D. thesis, , .
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Mc Drury, J. (1997). Self assessment and reflective practice: exploring the meaning of self assessment and developing tools to facilitate reflective practice in nursing using a socio-cultural perspective. Ph.D. thesis, , .
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Howie, E. (1989). A nutritional education needs assessment of child health nurses. Ph.D. thesis, , .
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Russell, L. (1993). Fostering nursing through management: a critical approach. Ph.D. thesis, , .
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Boddy, J. M. (1992). An ethnography of caring and control in an acute psychiatric unit. Ph.D. thesis, , .
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Clare, D. J.(see also P.). (1991). Teaching and learning in nursing education: a critical approach. Ph.D. thesis, , .
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