Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Has files: YesSubject: search.filters.subject.Clinical medicine

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning : an evaluation research study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University
    (Massey University, 2003) Vernon, Rachael Anne
    Nursing education today emphasises higher-level thought processes than in the past. The requirement for Bachelor of Nursing students to also demonstrate competence in the core clinical skills is critical for safe professional practice. Balancing curricular emphases on technical knowledge, clinical and interpersonal skills, ethical decision-making, and other critical thinking skills is becoming increasingly difficult for nurse educators. Changes in the health sector have resulted in increased complexity of care, reduced numbers of venues for clinical practicum experiences, and increased financial costs associated with student practicum. The commitment to ensure that students have requisite clinical skills appropriate to each stage of their programme, prior to their clinical practicum involves curricular, pedagogical and financial considerations. Drawing on international literature and a Faculty committed to the development of nursing knowledge and skill, discovery, reflection and self-directed learning, the Eastern Institute of Technology (EIT) implemented the use of the Clinical Arts and Technology Centre and a cooperative model of self-directed learning into the Bachelor of Nursing curriculum in January 2000. The Clinical Arts and Technology Centre is an "enhanced" clinical simulation laboratory that provides students with the facilities and resources to support and enhance their knowledge and skills in preparation for clinical practicum. This Evaluation Research study explores and determines the effectiveness of the Clinical Arts and Technology Centre and the cooperative model of self-directed learning in terms of student clinical competency outcomes, and student satisfaction with the facility and model of self-directed learning. An extensive review of literature was undertaken in relation to the development and use of clinical simulation laboratories, clinical simulation, and models of self-directed learning in nursing education. A combination of qualitative and quantitative data collection methods were used including a pre piloted research questionnaire and a collation of student competency assessment outcomes. One hundred and fifty-six EIT Bachelor of Nursing students participated in the study. Statistical research findings and themes that emerged demonstrated a high level of overall student satisfaction with the facility resources and model of learning and provide direction for future facility and resource development, and ongoing quality improvement initiatives.
  • Thumbnail Image
    Item
    Work-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, Elizabeth
    There 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.
  • Thumbnail Image
    Item
    Clinical teaching and learning : an action research study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University
    (Massey University, 2001) Schroyen, Bonnie Patricia Kay
    For student nurses, the clinical setting is considered to be the most valuable and also the most complex learning situation of their professional education. There are currently many issues in New Zealand that affect the quality of experience available in clinical areas for these future nurses. This research was initiated by a polytechnic nursing lecturer to explore one teaching and learning situation in clinical settings with a group of student nurses in order to improve it. This study took place during an eleven week clinical block for the students in the last semester of a three year Bachelor of Health Science (Nursing) programme. The research question identified by the student participants was: "How can we improve the teaching and learning in clinical settings?" Using an educational action research model the students identified the essential elements in the situation in order to plan, implement and evaluate a practical change strategy. The main finding in the analysis was that the staff nurses have a major influence on the students' learning in clinical settings. Five staff nurses working closely with these students in clinical areas were included as the study widened to involve those affected by the proposed change. These staff nurses added their perspectives and these informed the planning phases. The students chose to introduce contract learning into their interactions with the staff nurses as a method to improve the teaching and learning in clinical settings. During the action phase it was discovered that because these students were working in diverse clinical areas and were developing unique learning relationships with the staff nurses, the method of implementing contract learning required innovation and perseverance. The individual experiences of these students, the staff nurses and a polytechnic lecturer are described as a case study of events. The action taken and the reflection on factors which hindered and which facilitated the success of contract learning are presented from the perspectives of all participants.
  • Thumbnail Image
    Item
    Characteristics of the clinical education role as perceived by registered nurses working in the practice setting : a thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy in Nursing at Massey University
    (Massey University, 1999) Orchard, Stephenie Helen
    Although clinical education has long been acknowledged as the heart of nursing education, the role of the nurse lecturer in relation to the clinical learning experience of nursing students, is an area of long standing confusion and dispute. The many advances in technology, nursing science, and the professional role, have not been accompanied by substantive change in the approach to clinical education. Research to date has focused on the lecturers' and students' perceptions of the clinical education role. This study describes the characteristics of the clinical education role as perceived by ten registered nurses working a practice setting. The participants in the study were employed by a Crown Health Enterprise which has for many years, served as a clinical practice agency for a department of nursing within an educational institute. All the participants were employed as registered nurses within the general medical and surgical wards. A qualitative, descriptive and exploratory study was undertaken. Face to face, semi-structured interviews were used to obtain data. This was then analysed using thematic content analysis. Findings from the data revealed five characteristics of the clinical education role as perceived by Registered Nurses working in the practice setting. The clinical education role in its present form changes registered nurses relationship with their patients and changes their pattern of work. It requires good communication with nurse lecturers, preparation for the role, and needs to provide nursing students with the opportunity to learn.