Abstract: This study examines demographic data on the primary subject, the staff sister. Data on trainee nurses was also used to give meaning by comparing the two positions and to describe both sides of the staff-sister; trainee nurse relationship. Data on the staff sister's job, her present and future orientations, satisfaction and problems are included

Abstract: This study identifies, describes and generates a theoretical explanation of what it means to be a Nurse educator in New Zealand in the 1990's. It explores individual experiences within the broader social context. Sixteen participants from three Schools of Nursing in New Zealand were interviewed over a four month period. Constant comparative analysis of data eventuated in the identification of four conceptual categories named as : being a teacher, settling down, finding a place and coping with change. They were then drawn into the core category – Being – in- Becoming. Being – in- Becoming, means in this study, that a person is the Nurse teacher simply because that person has taken on the work of a teacher. In being a teacher, the person is adapting, changing and learning how to become a teacher. Being – in- Becoming, is a process which is on going, never ending, and constantly changing. The essence of this study is that the teacher's experience of Being – in- Becoming. is influenced by personal development and the way the person comes to 'know' about the world of Nursing education who is also intimately connected to the way Nursing curriculum is defined and experienced by individual teachers. These findings have implications for Nursing education , in recognition of teacher's concerns, background meanings and problems which influence a person's experience of being a Nurse educator. Expectations that feelings should be 'managed' therefore ignored is consistent in a group which claims caring as the essence of Nursing practice. Excessive workloads are constantly cited as a major problem for worker. The organisation has the responsibility to acknowledge the human experience of those who work within this area and to undertake to respond in ways which can improve the situation for all

Abstract: The study gives an account of curriculum development and innovation in a New Zealand school of nursing and focuses on some aspects of the basic diploma course. The study attempts, through the medium of case study, to illuminate the way in which significant curriculum decisions are made and ideas translated into institutional and technical form. Evidence is derived from the recorded perceptions of the participants, observations, and analyses of documented material. The findings confirm that the field of study is complex, multivariable and dynamic, and that translation of the curriculum on paper involves a multitude of deliberative and factual decisions by practicing teachers