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Item Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.(BioMed Central, 2023-03-20) Winnington R; Shannon K; Turner R; Jarden R; McClunie-Trust P; Jones V; Merrick E; Donaldson A; Macdiarmid RBACKGROUND: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative. OBJECTIVE: To explore the academic and clinical experiences of students enrolled in the first year of graduate entry nursing programmes in New Zealand and Australia. METHODS: A qualitative case study approach was taken. Here we report the experiences of nine students enrolled in their first year of a two-year graduate entry nursing programme during 2020. Semi-structured interviews were used for data collection and analysed using Braun and Clarke's thematic analysis. FINDINGS: Three overarching themes were developed-affirmation, reflections on expectations and clinical experiences. CONCLUSION: This study highlights the experiences of first year graduate entry nursing students, with many experiencing affirmation that their altruistic career visions came to fruition. The findings indicate that these graduate-entry nursing students interviewed for this study tended to be flexible and adaptable in their approach to study as a means of meeting the challenges of the programme, all of which are key characteristics for a registered nurse; with personal growth and the development of the self, providing preparation for their second year of study.Item An investigation into the preparedness for and experiences in working with Māori nursing students among New Zealand tertiary institutes, schools and nurse educators : a thesis presented in partial fulfilment for the requirements for the degree of Doctor of Education, Massey University, Manawatū, Aotearoa New Zealand(Massey University, 2020) Roberts, JenniferNursing education in Aotearoa New Zealand is situated in a unique bicultural context. Māori, the Indigenous people of Aotearoa New Zealand have overall, poorer outcomes in health and education compared to non-Māori, which relate to the colonial legacy of the nation. One strategy to address Māori health outcomes is to increase the Māori nursing workforce. Despite a range of strategies in tertiary education and in nursing, the number of Māori nurses remains relatively static, and overall Māori nursing students do not have equity of educational outcomes in nursing. With a critical lens informed by Freire’s Pedagogy of the Oppressed, this explanatory sequential mixed method study uses a questionnaire followed by interviews to understand the experiences and preparedness of nurse educators in working with Māori nursing students. The findings of the questionnaire demonstrate that throughout New Zealand, nursing schools and the educational institutes in which they are situated are informed by a range of strategies aimed at supporting Māori learners. Overall, nurse educators felt prepared to work with Māori, but the questionnaire also revealed resistance to Māori as priority learners. This finding was followed up in the interviews. Interview findings demonstrated that environments encompassing te ao Māori (the Māori world) and staff practises that aligned with this were enabling for Māori nursing students. Despite this, a counter-narrative described many barriers to this becoming fully realised in nursing education practice. Ongoing colonising practices in education, racism, varied understandings and practices of Cultural Safety and dissatisfaction with current Cultural Safety regulatory guidelines were found to be hindering a nursing culture that is responsive to Māori. The research posits that the nursing profession needs to develop a shared critical consciousness and refocus efforts to position Cultural Safety as a critical concept in nursing education and practice. One method proposed to achieve this is in returning to the original intent of Kawa Whakaruruhau/ Cultural Safety and begin to apply it as a decolonising model for nursing education and practice.Item The experiences of registered nurses in polytechnic baccalaureat degree programmes : an interpretive phenomenological study: a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University(Massey University, 1998) Seaton, PhilippaThis interpretive phenomenological study examines the experience of registered nurses who returned to study for a baccalaureate degree in nursing at polytechnics in New Zealand. Although there are substantial numbers of registered nurses undertaking a first degree in nursing in the polytechnics, little New Zealand research exists related to this particular student group The purpose of this research was to describe some of the common meanings embedded in the registered nurse students' experiences, in order to reveal new possibilities for teaching and learning in registered nurse education. Eleven registered nurses who had graduated from baccalaureate nursing degree programmes provided data, ten through interviews, and one through a written narrative. The transcribed interview texts and the written narrative were analysed using interpretive methodology based in a background philosophy of Heideggerian phenomenology. Two major themes, Experiencing thinking, and Experiencing community, emerged. Closely interwoven, these themes describe how the registered nurses understood their degree experience as impacting on their thinking, and how sharing learning with other registered nurses contributed to changes in thinking. For registered nurses, clinical practice always constitutes the background to their degree studies. For some registered nurses, learning to think questioningly, opens up new possibilities, in nursing practice and is a significant feature of the degree experience. For others, the degree is a reawakening of their expertise and understanding of their practice world as it is shared with others. The study describes how the common teaching and learning practices of reading, writing, and dialogue can contribute to students' thinking and understanding are described. The central importance of learning with other registered nurses as part of the degree experience is explored. Contrary to the conventional notion of learning as an individual endeavour, these registered nurses describe how learning is a shared experience. The findings of this study are discussed in terms of the possibilities for teaching and learning in nursing education. Gabrielle Hall, my colleague. I am very grateful for your support. Thank you for the times you have been so willing to help with my teaching and professional responsibilities to give me time to write. You have been a wonderful listener, and companion in conversations about registered nurse education. My friend Carol Murphy, for proof-reading, and your continuing support. All the registered nurse students who wittingly, or unwittingly, have contributed to this research through the conversations we have had over the years, and my colleagues who likewise, have shared their experiences with registered nurse students, thank you. Although they must remain anonymous. I extend my thanks to those polytechnics, particularly the nursing departments, who accepted my proposal and consented to assist me in gaining participants Finally, I would like to acknowledge and thank the Otago Polytechnic Research and Development Committee for their support, and the grant towards the cost of this study. My thanks also go to the Nursing and Midwifery department who have supported me with professional development time for writing this thesis.Item The proving ground : the lived world of nursing students in their pre-registration clinical experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University(Massey University, 1993) Rummel, LouiseThe purpose of this phenomenological study was to describe and interpret the lived world of twenty one senior Comprehensive Nursing Students in their pre-registration experience. The study set out to answer the question "What is the lived experience of Comprehensive Nursing students in their pre-registration experience ?" The pre-registration experience is a six to eight week block of clinical practice prior to sitting their State Registration Examination when the students work as soon-to-be staff nurses independent of close tutor contact. The study setting was in acute care clinical placements which included Emergency Departments, Theatre, Surgical, Medical, Paediatric wards and specialised Day Stay Clinics. The study showed that students of nursing use an orientation period to gain confidence in a setting and engage willingly in their clinical practice. They use their theoretical knowledge to gain a "handle" on the demands of a nursing care situation, become involved in the client-nurse relationship which challenges their knowledge, skills and attitudes and opens new learning demands within the situation. They pursue specialised knowledge both directly and indirectly in order to function competently. Other registered nurses in the clinical setting are extremely important to facilitate the students learning and support the students in a host of ways from initiating opportunities to teaching specialised skills. The study re-iterates the importance of clinical experience to the gaining of nursing expertise. A lack of job prospects was a dampening factor for the students but nevertheless, it did not inhibit their full engagement in their pre-registration experience. The phenomenological method allows an experience to be captured in its wholeness to include the way the study participants thought, acted and engaged in nursing activities within a specific context. It is from the students' rich descriptions of their practice that this study gains its significance as it is the first phenomenological study of its kind in a New Zealand setting.Item The impact of nursing culture on stress, coping strategies and health outcomes of student nurses : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University(Massey University, 2005) Flavell, NatalieTo examine the effect of acculturation on the stress, coping strategies, and health outcomes of student nurses, a questionnaire was completed by 192 student nurses. A new instrument, the Student Nurse Acculturation Measure (SNAM), was developed to measure degree of acculturation, while established instruments were used to measure the remaining constructs. Results indicated that demands and degree of acculturation increased for student nurses as training progressed. Greater acculturation was associated with increased use of avoidance coping strategies. Increased demands and increased avoidance coping strategies were associated with higher levels of psychological and physical distress, however these variables did not interact to affect distress levels. Nicotine dependency also increased for students and, although this increase was associated with year of study, it was not associated with any of the remaining variables.Item Dialogue and monologue : the relationship between student nurse and nurse clinician : the impact on student learning : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Nursing at Massey University(Massey University, 2004) Vallant, Sharon RoseStudent nurse learning that occurs in the clinical setting is an important aspect of the comprehensive nursing curriculum in New Zealand. While nurse lecturers have responsibility for student learning in clinical settings, it is the nurse clinicians that students rely on for the day-to-day facilitation of their learning. The purpose of this descriptive interpretive study was to explore the relationship between student nurse and nurse clinician in the clinical setting. The researcher was interested in student nurse perceptions of their relationships with nurse clinicians and whether the relationship impacted on student learning. A cohort of 11 student nurses at the end of their three years of study participated in focus group interviews. Data gathered from the three focus groups were analysed using an inductive approach. Three themes emerged from data analysis and are represented using Buber's (2002) theory of relationships as a theoretical framework. The themes arc 'A Monologue', 'A Technical Dialogue' and 'A Genuine Dialogue'. A story of student nurses relationships with nurse clinicians has been created, using the participants' words, in the form of journal entries. These entries provide insight into the nature of the relationship between the student nurse and nurse clinician. The relationships between student nurses and nurse clinicians are not always positive. However when both students and nurse clinicians actively participate in the relationship and student nurses feel their learning is promoted and supported, student learning is enhanced. Student nurses attitudes to learning and to remaining in the profession of nursing are influenced by the relationships they have with nurse clinicians. Therefore the relationships between the two impact on important issues for the profession of nursing. This study highlights the important links between a positive learning environment for student nurses during their clinical learning experiences, and the recruitment and retention of newly registered nurses in the clinical environment.Item The preceptor's role in student evaluation : an investigation : a thesis submitted in partial fulfilment of requirements for the degree Master of Arts in Nursing at Massey University(Massey University, 2000) Marshall, Dianne ClareThe evaluation of nursing students' clinical learning in the preceptorship model of clinical teaching is a shared responsibility between the lecturer and the preceptor in the educational institution where this research took place. The purpose of the study is to explore the preceptor's role in student evaluation. This thesis uses a comparative descriptive design to investigate the similarities and differences between lecturers' and preceptors' valuing of specific clinical evaluation criteria as set out in the clinical evaluation tool. The lecturers' and preceptors' perceptions of the clarity of the clinical evaluation tool are also explored using a qualitative approach. A sample of ten lecturers and seventy preceptors who provide clinical teaching to second year undergraduate nursing students in acute care settings, was drawn to compare if the clinical evaluation criteria were valued differently between the groups. A questionnaire was developed using the clinical evaluation tool used by the educational institution. Data analysis demonstrated more similarities than differences between the criteria selected as most critically important by lecturers and preceptors. Differences were demonstrated on four criteria which were rated more highly by lecturers than preceptors. This suggested that preceptors' evaluations of students' clinical practice pertaining to those criteria would differ from lecturers' expectations of students' practice. A quasi-statistical content analysis of open-ended questions explored lecturers' and preceptors' perceptions of the clarity of the clinical evaluation tool. The influence of preceptors' educational level on the valuing of specific criteria was also explored and was shown to have most influence on preceptors' valuing of cultural safety. Factors which might explain these findings are identified and discussed, namely socialisation of preceptors to work-based values; variability of exposure to the education environment for preceptors; difficulty defining clinical competence and preceptors' level of experience. The study endorses preceptors' involvement in clinical evaluation and highlights future directions for research and development of the preceptor role.Item Teaching and learning in nursing education : a critical approach : a thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy, Massey University, New Zealand(Massey University, 1991) Clare, Judith M RThis thesis investigates tutors' and students' experiences of teaching and learning nursing during the final year of one three year comprehensive (polytechnic) nursing course. The use of critical social science exposes for critique the ways in which sociopolitical forces constrain individual and professional action. The critical reflexive analysis of the perceptions of nine tutors and thirty eight students illustrate the ways in which dominant ideologies embedded in the social practices of nursing education and health care shape the consciousness of tutors and students towards conformity, compliance and passivity. Although previous studies provide useful descriptions of socialisation and educational processes, they overlook the importance of the reflexivity of understanding and action, and of the structural constraints in nursing education and practice. By focussing on either individual agency and deficiencies, or on bureaucratic conditions of education and practice, previous studies directed attention away from generating the political knowledge which may have assisted nurses to overcome some of the contradictory and constraining conditions of their practice. It is the political processes of teaching and learning and their practical effects which are revealed for critique and transformation using a critical reflexive methodology. It is claimed that this methodology motivates research participants themselves to become aware that their preconceptions are shaped by aspects of the prevailing social order such that they are prevented from achieving their nursing ideals and educational goals. Thus, through the processes involved in becoming socially critical, tutors and students would be able to transform those sociopolitical constraints. Although collective political action is not fully demonstrated in the time frame of this study, it is suggested that engaging in this research has had ongoing liberating effects for the participants.Item The health status of Māori nursing students : a cross-sectional survey : a thesis in partial fulfilment of the requirements for the degree of Masters of Philosophy in Nursing at Massey University, Albany, New Zealand(Massey University, 2009) Panapa, ShahanaIn New Zealand Maori are less likely to engage in tertiary level education and less likely to complete a tertiary level qualification than non Maori. These issues of recruitment and retention are reflected in other areas for Maori such as health, where Maori have worse levels of health Maori are more likely to have lower socioeconomic status. The initial findings of recent research indicate that Maori nursing students find it a struggle to remain on the Bachelor of Health Science in nursing degree programme. This study is designed to explore further what might be occurring for Maori nursing students by obtaining a snapshot of their health. Aim: To describe the health status of Maori nursing students. Participants: 75 nursing students undertaking nursing degree programmes in New Zealand, who identified as Maori. Method: A cross-sectional survey was undertaken with Maori nursing students completing nursing degrees from thirteen of sixteen tertiary institutions in New Zealand. Instrument: A questionnaire comprising demographic data, SF-36, and two cultural questions was used for students to self assess their health status. Participants were also invited to write relevant comments on the survey. Findings: Descriptive statistical data revealed participants with a stronger cultural identity as Maori were more likely to have their cultural needs met whilst studying compared to participants with a weaker Maori cultural identity. Participants in a relationship had more income than those who were not in a relationship. Participants’ overall health was worse than one year prior and their physical health was better than their mental health. More specifically, for physical health, general health, tiredness and lack of vitality were most affected, while roles and relationships were most affected for mental health. Implications: Institutions providing cultural support and kaupapa Maori programmes may assist in improving the recruitment and retention of Maori in nursing programmes. These results revealed a snapshot picture of the health 3 status of Maori nursing students and identified issues around their health status which is consistent with the literature.