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Arcus, K. J., & Wilson, D. (2006). Choosing Whitireia as a political act: Celebrating 20 years of a nurse education at Whitireia Community Polytechnic 1986-2006. Whitireia Nursing Journal, 13, 12–24.
Abstract: In 2006, Whitireia Community Polytechnic celebrates 20 years of tertiary education. Nursing was one of the first courses to start at the new Parumoana Community College in February 1986. Oral histories, gathered from the women who have been the leaders of the undergraduate nursing programme throughout these two decades, form the basis of this article.
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Kelly, S., Domdom, J., Murray, J., & Ulloa, M. (2020). Weaving professional practice with interprofessional education for real praxis outcomes. Whitireia Journal of Nursing, Health and Social Services, 27, 33–37.
Abstract: Suggests that health, social-service and education delivery are increasingly required to be inter-professional. Advises that such professionals use an integrative and inter-professional approach to navigate the complexities of their practice environments in order to improve outcomes for their service users.
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Heath, S., Clendon, S., & Hunter, R. (2020). Fit for educational purpose? : the findings of a mixed methods study of nurses' decisions to participate in professional development and recognition programmes. SCOPE (Health and Wellbeing), 5. Retrieved May 16, 2024, from http://dx.doi.org/https://doi.org/10.34074/scop.3005008
Abstract: Reports findings from a mixed-methods study that examined nurses' decisions to participate in a PDRP. Considers the obstacles nurses face when making the decision to submit a portfolio and asks whether PDRP is still fit for purpose.
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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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Janssen, J. (2006). Fat simple: A nursing tool for client education. Nursing Praxis in New Zealand, 22(2), 21–32.
Abstract: This article summarises the current level of knowledge regarding dietary effects on serum cholesterol. Information from a literature review was used to design a table that identifies how changes in diet and activity can alter components of a person's lipid profile. Nurses can use the resulting table as a simple tool to give clients targeted education based on their individual cholesterol results. This tool illustrates that not all dietary recommendations to the public are beneficial to serum cholesterol levels and it also explains why popular diets such as the Atkins, Mediterranean, and glycaemic index / load can produce more cardio-protective profiles than the traditional low fat diet.
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Spence, D. (2004). Advanced nursing practice through postgraduate education, part one. Nursing Praxis in New Zealand, 20(2), 46–55.
Abstract: In New Zealand the clinically focused postgraduate papers and programmes, available through universities and polytechnics, are evaluated from an educational perspective but little evaluation of the implications for practice has been undertaken. This paper is Part One of a report on a study that sought to illuminate the impact of clinically focused postgraduate education on advancing nursing practice. Hermeneutic methodology provided a framework for analysing both the perspectives of nurses who had undergone such education and those who had directly employed and worked alongside these nurses. Emerging themes are described here. In a second article the findings will be discussed in relation to literature. Constraining factors will be identified and strategies designed to maximise the benefits of education for advancing nursing practice will be recommended.
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Spence, D. (2004). Advancing nursing practice through postgraduate education, part two. Nursing Praxis in New Zealand, 20(3), 21–30.
Abstract: This paper continues presentation of the findings of a North Island based research project that explored the impact of clinically focused postgraduate education on advancing nursing practice. Like their international counterparts, increasing numbers of New Zealand nurses are enrolling in advanced practice programmes. Yet, despite international evidence supporting the usefulness of Masters level preparation for advancing clinical practice, questions about the need for such development persist. This paper argues that postgraduate education contributes to the development of courage and that this, in turn, is essential to overcoming the barriers that currently constrain the advancement of nursing practice.
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Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two. Nursing Praxis in New Zealand, 19(3), 40–49.
Abstract: In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge.
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Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one. Nursing Praxis in New Zealand, 19(2), 41–51.
Abstract: Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing.
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Brasell-Brian, R., & Vallance, E. (2002). Clinical practice/education exchange: Bridging the theory-practice gap. Nursing Praxis in New Zealand, 18(1), 17–26.
Abstract: This article positions clinical practice/education exchange (CPEE) within nursing literature and presents narrative accounts from a nurse educator and clinician who exchanged jobs for one year. This type of exchange, between education institutes and service areas where students are placed, is a new concept. The aim is to enhance student learning and facilitating meaningful links between theory and practice for them.
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Holloway, K. T. (2000). The future for nursing education: UKCC review has relevance for New Zealand. Nursing Praxis in New Zealand, 16(2), 17–24.
Abstract: The author reviews the report 'Fitness for Practice' by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) noting many areas of relevance for New Zealand educators in outlining possible strategies for nursing education. Discussion of some of the recommendations is put in the context of a strategic review of undergraduate nursing education recently commissioned by the Nursing Council of New Zealand. Issues such as recruitment and access to education; retention; clinical assessment and placements; clinical skill acquisition and partnership are valid concerns for educators here also. Internationally, the author suggests, the commonalties in issues of concern lend validity to the concept of the global village and the necessity for a global perspective in health care workforce planning, including educational preparation.
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Dick, A., La Grow, S., & Boddy, J. (2009). The effects of staff education on the practice of 'specialling' by care assistants in an acute care setting. Nursing Praxis in New Zealand, 25(1), 17–26.
Abstract: Reports the results of a project aimed at decreasing the use of, and costs associated with, the practice of using care assistants to provide one-to-one observation or 'specialling' in five acute adult medical and surgical wards at a North Island hospital. Performs a retrospective study for the six months pre- and post-intervention due to staff education. Collects data and analyses the results for all patients who had required 'specialling'.
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McDonald, S. (2009). Graduate nurses' experience of postgraduate education within a nursing entry to practice programme. Nursing Praxis in New Zealand, 25(3), 17–26.
Abstract: Explores graduate nurses' experiences of postgraduate education embedded within a Nursing Entry-to-Practice (NETP) programme, a programme aimed at socialising new nursing graduates into their new role and work environment during their first year of practice.
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Dallas, J., & Neville, S. (2012). Health education and health screening in a sample of older men : a descriptive survey. Nursing Praxis in New Zealand, 28(1), 6–16.
Abstract: Describes the health education and health screening received by community-dwelling men aged 65 or older. Undertakes a survey of 59 men in Wanganui via a self-administered questionnaire. Investigates the barriers/benefits to healthy living choices.
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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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