Browsing by Author "Manning, Elizabeth"
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- ItemSelf-employed registered nurses : the impact of liminality and gender on professional identities and spaces : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing, Massey University, Manawatū, Aotearoa New Zealand(Massey University, 2022) Manning, ElizabethThis thesis explores the experiences of self-employed registered nurses in Aotearoa New Zealand working in the practice area of professional advice and policy. Liminality theory and gender theory, with a feminist post-structuralist lens, were used as theoretical approaches. The participants spanned the masculinist areas of business, self-employment and policy, while connected by a strong bond to the normatively feminine nursing profession. Considering these views using a gendered lens and the participants’ position as outsiders to both business and nursing proved a powerful way to interpret the data. The research was conducted using focused ethnography, enabling interviews and observation of the 13 participants’ home-based workspaces. Data chapters incorporate the phases of liminality, separation, transition and re-aggregation, all of which provided a strong foundation underpinning the participant journey. The participant group of mid- to late-career registered nurses had high levels of education, practice experience and skillsets, which could be used across nursing and the whole of health, yet due to their liminal and individualistic positioning the nurses remained invisible, both physically and professionally. Outcomes included insight into why the participants chose self-employment, the gendered assumptions they faced, the difficulties of learning new skills when separated from familiar resources and support systems and the tensions of working from home. The participants, while each at different stages, followed the phases of liminality in acculturating to self-employment, but remained in a permanent limonoid state for other aspects of their work life. My findings indicate that, anchored by historical discourses, nursing remains a devalued feminised occupation. Captured in gendered subjective positioning, the participants navigate complex and competing discourses in relation to work, home, profession and belonging.
- ItemWork-role transition : from staff nurse to clinical nurse educator : a thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy in Nursing at Massey University, Albany, New Zealand(Massey University, 2006) Manning, ElizabethThere is an imperative for health professionals today to maintain competence in clinical practice, which for registered nurses in New Zealand requires current experience of practice, continued professional development and education. In many organizations in New Zealand today, practice based clinical education for nurses is delivered by clinical nurse educators (CNEs). The purpose of this study was to explore the opinions and perceptions of CNEs as they transitioned from a staff nurse position to the CNE role, a designated senior position within the District Health Board (DHB) involved in this study. The aim of the study was to describe the experiences of CNEs in their first year in the role to gain a clearer understanding of the knowledge and skills required to be successful in the role. This understanding will enable a smoother and more satisfactory transition into the role and provide targets for career development for nurses aspiring to become CNEs. Qualitative description, using a general inductive approach was the methodology chosen to underpin this study. A sample group of eight CNEs from a New Zealand DHB were interviewed about their experiences using a semi structured interviewing technique. The results of the data analysis have been presented using Bridges (2003, 2004) transition theory as the theoretical framework. The data chapters are titled endings, neutral zone and beginnings. The main themes were; entering transition, getting started, chaos and turmoil, overwhelmed and opening doors. The themes present the feelings and perceptions of the CNEs using their own words. The CNEs experienced the journey through transition and discovered the role they had undertaken was much larger than expected. In addition information and shared understandings of the role were limited and orientation to the role, minimal. The CNEs experienced a variety of emotions and challenges while moving through this transition period. By sharing their stories and insights they have given the opportunity for learning to occur, which will enable improved succession planning, orientation and transition periods for future CNEs.
- ItemWork-role transition : from staff nurse to clinical nurse educator : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University(Massey University, 2006) Manning, ElizabethThere is an imperative for health professionals today to maintain competence in clinical practice, which for registered nurses in New Zealand requires current experience of practice, continued professional development and education. In many organizations in New Zealand today, practice based clinical education for nurses is delivered by clinical nurse educators (CNEs). The purpose of this study was to explore the opinions and perceptions of CNEs as they transitioned from a staff nurse position to the CNE role, a designated senior position within the District Health Board (DHB) involved in this study. The aim of the study was to describe the experiences of CNEs in their first year in the role to gain a clearer understanding of the knowledge and skills required to be successful in the role. This understanding will enable a smoother and more satisfactory transition into the role and provide targets for career development for nurses aspiring to become CNEs. Qualitative description, using a general inductive approach was the methodology chosen to underpin this study. A sample group of eight CNEs from a New Zealand DHB were interviewed about their experiences using a semi structured interviewing technique. The results of the data analysis have been presented using Bridges (2003, 2004) transition theory as the theoretical framework. The data chapters are titled endings, neutral zone and beginnings. The main themes were; entering transition, getting started, chaos and turmoil, overwhelmed and opening doors. The themes present the feelings and perceptions of the CNEs using their own words. The CNEs experienced the journey through transition and discovered the role they had undertaken was much larger than expected. In addition information and shared understandings of the role were limited and orientation to the role, minimal. The CNEs experienced a variety of emotions and challenges while moving through this transition period. By sharing their stories and insights they have given the opportunity for learning to occur, which will enable improved succession planning, orientation and transition periods for future CNEs.