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Litchfield, M. (1991). Nursing education: Direction with purpose. Kai Tiaki: Nursing New Zealand, 84(7), 22–24.
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Blackie, S. A. H. (2001). Women, work, study and health: The experience of nurses engaged in paid work and further education. Ph.D. thesis, , .
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Lewis-Clarke, G. M. E. (2007). Whanau and whanaungatanga issues affecting Maori achievement in tertiary nursing education.
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Shelah, G. E. (2003). Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education. Ph.D. thesis, , .
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Richardson, F. I. (2000). What is it like to teach cultural safety in a New Zealand nursing education programme? Ph.D. thesis, , .
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Davenport, F. A. (2004). Dying to know: A qualitative study exploring nurses' education in caring for the dying. Ph.D. thesis, , .
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Beveridge, S. (2003). The development of critical thinking: A roller coaster ride for student and teacher in nursing education. Ph.D. thesis, , .
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Hardcastle, J. (2003). What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? Ph.D. thesis, , .
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Delugar, A. (1999). An historical inquiry to identify the contribution Beatrice Salmon's writings made to nursing education in New Zealand, 1969-1972.
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Bennison, C. (2008). Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand. Master's thesis, , .
Abstract: ABSTRACT
BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system.
AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ).
METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of
Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS).
RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study.
CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health.
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Adams, S., Oster, S., & Davis, J. (2022). The training and education of nurse practitioners in Aotearoa New Zealand: Time for nationwide refresh [editorial]. Nursing Praxis in Aotearoa New Zealand, 38(1). Retrieved May 21, 2024, from http://dx.doi.org/https://doi.org.10.36951/27034542.2022.01
Abstract: Argues that the following measures must be taken to ensure the ongoing development and establishment of nurse practitioners (NP) across the health sector: review of NP competencies; support for NPs to undertake the nurse practitioner training programme
(NPTP); formation of nationally-consistent and funded NPTPs; mentoring novice NPs; and a national workforce plan for NPs.
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Foster, P., Payne, D., & Neville, S. (2022). An exploration of how nurse education practices may influence nursing students' perception of working in aged care as a registered nurse: A Foucauldian discourse analysis. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved May 21, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542
Abstract: Argues that undergraduate nurse education contributes to the problem of too few nurses choosing to work in aged care, by constructing working in aged care as a lower-status or less valuable area of work than other health-care areas. Examines the issue using Foucauldian discourse analysis to explore the dominant discourses being deployed in relation to clinical experience in aged care. Collects data through semi-structured interviews with 10 senior academic staff members from NZ tertiary institutions. Analyses interview data to reveal how a 'nurse education discourse' and a 'work-ready discourse' were shaping perceptions of aged care as a clinical experience in a variety of ways. Suggests that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings.
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Bowen-Withington, J. (2022). Emerging discourses shaping high-fidelity simulation as an education platform in Aotearoa New Zealand pre-registration nursing education: A Foucauldian discourse analysis. Doctoral thesis, Auckland University of Technology, Auckland. Retrieved May 21, 2024, from http://hdl.handle.net/10292/14962
Abstract: Asserts that nursing needs to think critically about High-fidelity simulation (HFS) use, and its dominance, in the educational preparation of nurses. Draws on the tenets of postmodernism and Foucauldian discourse analysis methodology to question the discourses and discursive practices that influence the use of HFS as an approach to intentional and unintentional teaching and learning in pre-registration nursing education in NZ. Explores how this shapes nursing students' subjectivity and, ultimately, nursing practice.
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Rhodes, J. (2020). Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction. Kai Tiaki Nursing Research, 11(1), 34–41.
Abstract: Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure.
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Jamieson, I., Sims, D., Casey, M., Wilkinson, K., & Osborne, R. (2017). Utilising the Canterbury Dedicated Education Unit model of teaching. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Considers whether the Canterbury Dedicated Education Unit model of clinical teaching and learning can support graduate registered nurses in their first year of practice. Uses a descriptive exploratory case-study approach to gather data via three focus groups with a total of eleven participants. Undertakes thematic analysis to identify patterned meaning across the dataset from which two primary themes emerge: support, and recruitment and retention. Identifies five associated sub-themes: peer support, organisational support, liaison nurse support, team support for the graduate registered nurses, and team support for the staff. Reveals the significant contribution made by the Nurse Entry-to-Practice Programme Liaison Nurse as a conflict broker.
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