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Adams, S. (2017). Nurse practitioners in rural primary health care in New Zealand : an institutional ethnography. Ph.D. thesis, Massey University, Auckland. Retrieved April 20, 2024, from http://hdl.handle.net/10179/12816
Abstract: Critically examines the work required to establish nurse practitioner (NP) services in rural primary health care in NZ, using the institutional ethnography approach to the inquiry. Explores the work and experiences that nurses undertook to become NPs delivering rural primary health care services. Considers how these were institutionally-shaped and coordinated. Conducts interviews with a total of 13 NPs and four NP candidates.
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Adams, S., Boyd, M., Carryer, J., Bareham, C., & Tenbensel, T. (2020). A survey of the NP workforce in primary healthcare settings in New Zealand. New Zealand Medical Journal, 133(1523). Retrieved April 20, 2024, from https://hdl.handle.net/2292/54716
Abstract: Describes the demographics, distribution, clinical settings and employment arrangements of the NZ nurse practitioner (NP) workforce in primary healthcare settings, and organisational factors limiting their practice. Surveys 160 NPs and finds that general practice and aged residential care were the most common clinical settings.
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Asbury, E., & Orsborn, G. (2020). Teaching sensitive topics in an online environment: an evaluation of cultural safety e-learning. Whitireia Journal of Nursing, Health and Social Services, 27, 23–31.
Abstract: Tests an e-module for teaching cultural safety to address technical issues, content and suitability. Enrols 19 nursing students in an evaluation of the pilot online learning module.
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Aspinall, C. (2022). The impact of intersectionality on the empowerment and development of nurses into leadership roles. Doctoral thesis, University of Auckland, Auckland. Retrieved April 20, 2024, from https://hdl.handle.net/2292/61957
Abstract: Highlights the impact of the intersection of socially-constructed identities such as race, gender, and class, on nurses' ability to develop as leaders. Aims to learn how to create a culture of nursing leadership by explaining the impact of intersectionality on the empowerment and development of nurses into leadership roles. Designs a mixed-methods, explanatory, sequential research study in two phases, comprising an online questionnaire and 31 semi-structured interviews with nurses and managers.
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Baby, M. (2013). Mental health nurses' experiences of patient assaults. Master's thesis, University of Otago, .
Abstract: Interviews thirteen registered nurses and one enrolled nurse working in different nursing positions within the Southern District Health Board -- Mental Health Services. Codes data into 24 sub-themes related to the sequence and impact of assaults on the participants. Discusses the nature and impact of assaults and the supportive strategies associated with violence against mental health nurses.
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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.
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Batten, L., & Dutton, J. (2011). Young tertiary students and help-seeking for health advice. Nursing Praxis in New Zealand, 27(3), 31–42.
Abstract: Presents the findings of an anonymous, self-administered questionnaire to investigate help-seeking related to health concerns among young tertiary students. Highlights the need for nurses to be aware of the sources of health advice and support young people choose.
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Beaver, P. J. (2015). Contemporary patient safety and the challenges for New Zealand. Ph.D. thesis, University of Auckland, . Retrieved April 20, 2024, from http://hdl.handle.net/2292/28247
Abstract: Outlines the history, emergence, necessity, challenges, and strategies of the patient safety movement. Explores the challenges for staff working to reduce harm and implement safety improvement in NZ hospitals. Considers medical harm as a persistent and expensive threat to public health. Analyses health policy in the US, England and NZ using the theory of countervailing powers, and a shift from medical to managerial dominance. Reviews theories of accidents and risk, and the safety improvement literature. Provides staff perspectives from NZ by means of interviews with doctors, nurses and managers in two hospitals.
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Bigsby, M. A. (2016). The characteristics of nurses in relation to their attitudes about career planning and development activities. Master's thesis, Massey University, Wellington. Retrieved April 20, 2024, from http://www.nzno.org.nz/resources/library/theses
Abstract: Examines nurses' attitudes to activities that promote career progression as well as training and education. Identifies demographic characteristics of nurses who are, respectively, most and least positive about career progression and training/education. Analyses existing data from the NZNO Employment Survey 2015, using quantitative methods to describe and compare responses with those from nurses registered with the Nursing Council of NZ. Investigates the relationship between nurses' attitudes about career progression and training/education and their experiences of participation in some of those activities.
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Blair, W. (2021). Nurses' recognition and response to unsafe practice by their peers. Ph.D. thesis, University of Newcastle, Newcastle, Australia. Retrieved April 20, 2024, from http://hdl.handle.net/1959.13/1422832
Abstract: Uses a mixed-methods approach to identify the behaviours and cues that nurses recognise as indicators of unsafe practice. Details those factors that influence unsafe practice. Reports the actions and responses taken by nurses who encounter unsafe practice by their peers. Conducts surveys of nurses about their perceptions of unsafe practice and the organisational practices and policies for its prevention.
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Bogossian, F., Cooper, S., Kelly, M., Levett-Jones, T., McKenna, L., Slark, J., et al. (2018). Best practice in clinical simulation education -- are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education. Collegian, 25(3). Retrieved April 20, 2024, from http://dx.doi.org/https://doi.org/10.1016/j.colegn.2017.09.003
Abstract: Describes the current use of simulation in tertiary nursing education programmes leading to nurse registration, in Australia and NZ. Determines whether investments in simulation have improved uptake, quality and diversity of simulation experiences. Conducts a cross-sectional electronic survey distributed to lead nursing academics in nursing registration programmes in both countries.
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Brunton, M., Cook, C., Walker, L., & Clendon, J. (2017). Where are we?: workplace communication between RNs in culturally-diverse healthcare organisations; Analysis of a 2-phase, mixed-method study: a report prepared for the New Zealand Nursing Education and Research Foundation. Wellington: Massey University.
Abstract: Examines cultural influences on perceptions and practices of cross-cultural communication among registered nursing staff from diverse ethnicities in NZ. Employs an exploratory approach to obtain qualitative feedback by means of semi-structured interviews with 36 Internationally Qualified Nurses (IQN) and 17 NZ Registered Nurses (NZRN). Uses data from the interviews to construct a questionnaire survey to seek responses from a random national sample of RNs.
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Butters, K. J. (2008). A qualitative study of the ethical practice of newly-graduated nurses working in mental health. Master's thesis, Massey University, . Retrieved April 20, 2024, from https://mro.massey.ac.nz/server/api/core/bitstreams/12ac3b47-6cac-4a71-8353-c00540490d8e/content
Abstract: Presents a qualitative exploration of factors that influence eight newly-graduated nurses as they endeavour to practice ethical mental health nursing. Gathers data from in-depth interviews with the participants, analysed using a thematic analysis method. Considers aspects of the social and political context within which the participants are situated.
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Cameron, M. (2017). Evaluation report of a postgraduate specialty programme: is a specialty nursing qualification delivering what it says it does? Whitireia Nursing and Health Journal, (24), 37–45.
Abstract: Examines whether a postgraduate programme for Well Child/Tamariki Ora (WCTO) nurses prepares nurses new to child health to understand primary health care, health promotion, community nursing and nursing theory. Uses on online survey devised by Plunket National Educators to evaluate the (WCTO) strand of the Postgraduate Certificate in Primary Health Care Specialty Nursing curriculum against the delivery of the programme. Assesses student experience and student perceptions of the impact of their learning on their nursing practice. Considers whether it enables nurses to consider the specific populations in their care, or to encourage individuals, families and communities to increase their skills in health-focused daily living. Seeks to ascertain whether the structure of the programme, based on the clinical integration approach, supports nursing practice and academic study.
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Carter, L. J. (2010). Am I doing the right thing?: Plunket Nurses' experience in making decisions to report suspected child abuse and neglect. Master's thesis, Waikato Institute of Technology, Hamilton. Retrieved April 20, 2024, from http://researcharchive.wintec.ac.nz/961/
Abstract: Studies the experiences of Plunket Nurses reporting suspected child abuse and/or neglect in uncertain situations, using hermeneutic phenomenology. Selects a purposeful sample to ensure participants could provide rich data through semi-structured, face-to-face and recorded telephone interviews. Guides data analysis using the framework developed by van Manen to formulate meaning from participant experiences.
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