Browsing by Author "Hardcastle, Jane"
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- ItemUnderstanding preparedness : the influence of teaching and learning experience on bioscience integration by nursing lecturers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education, Massey University, Palmerston North, New Zealand(Massey University, 2014) Hardcastle, JaneThis thesis explores how teaching and learning experiences influence nursing lecturers’ preparedness to integrate biosciences in their teaching practice. The biological sciences have been a problematic component of nursing education and practice for many years and bioscience knowledge levels amongst many nursing lecturers are reported to be poor. This research encompasses a detailed exploration of the teaching and learning experiences of ten New Zealand nursing lecturers to identify experiences that influence their preparedness with bioscience integration. The phenomenon of preparedness was explored from the perspective of transcendental phenomenological philosophy and the key theoretical construct of intentionality. Study participants’ subjective, conscious experiences were explored through in-depth interview and phenomenological analytical procedures to identify the universal experience and essences of how experiences came to be. Preparedness as a phenomenon is influenced by participants experiencing contrast, reflection and responsibility in learning, nursing, and teaching practice. These cognitive and affective processes occur as a result of the complex relationship between experiences, personal values and beliefs about ‘good’ nursing and teaching practice, and are found to be more influential than experience alone. This is an important discovery for nursing education as mere exposure to examples of bioscience in nursing may not affect students’ or lecturers’ perceptions of bioscience value. The way that bioscience knowledge is valued within personal perceptions of good nursing underpins lecturers’ preparedness, and shapes the way that learning, teaching and practice experiences are evaluated. The research demonstrates the importance of reflective learning and meaning perspectives in bioscience education, and the preparedness of nursing lecturers to practice integrated teaching. However, despite a willingness to integrate bioscience when teaching nurses, lecturers question their confidence with traditional academic perceptions of bioscience knowledge. The findings question contemporary pedagogies in bioscience education and epistemological perspectives of bioscience theory in the context of nursing as a practice-based profession. Recommendations are made to facilitate reflective learning, and lecturers’ preparedness with integrated teaching, through progressive spiral curricula that value clinical bioscience knowledge and the contribution of nursing lecturers’ clinical expertise.
- ItemWhat is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University(Massey University, 2003) Hardcastle, JaneThis thesis explores the potential of distance approaches to teaching and learning in post registration nursing education within the context of critical care nursing practice. The thesis specifically considers the appropriateness of distance education within the population of critical care nurses in the South Island of New Zealand. The geographical distribution of critical care services and subsequent population distribution of practising critical care nurses within the South Island has resulted in a demand for post registration education from relatively small yet distinct groups of nurses spanning a substantial land area (150,461 Km2). National shortages of experienced and qualified critical care nurses, and consensus regarding the necessity for post registration education for specialist practice have been recognised throughout the Western World (Ball 1992, Charlton, Machin and Clough 2000, Cutler 2000, Johnston 2002). Yet nurses in the South Island of New Zealand have limited provision or access to critical care education programmes (Hardcastle 2003). The thesis therefore presents a pertinent and timely exploration into the potential of distance approaches to educational provision for an area of specialist practice that is currently unable to consistently meet health care demands. The thesis uses descriptive and interpretive research (previously conducted by the author), and relevant literature in order to provide a comprehensive exploration of the study context and consider the research question. The thesis aims to enhance understanding of the specific population in terms of educational provision and demand, and the meaning of 'effective' education for critical care nursing practice. Subsequent examination of the potential of distance education within this context will more clearly indicate whether distance approaches could be compatible with concepts of effective education. The outcome of which will be useful in order to determine educational strategies that may positively influence the future of education for critical care nursing practice within the South Island of New Zealand.