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    Dying to know : a qualitative study exploring nurses' education in caring for the dying : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University
    (Massey University, 2004) Davenport, Faye Alison
    This qualitative study explored how Registered Nurses with experience of caring for the dying share their knowledge and skills with new graduate nurses in the clinical setting. The Research Questions were: What clinical knowledge/skills do 'expert' Registered Nurses possess that allow them to care competently and confidently for patients in their final forty-eight hours of life? How might these experienced nurses most effectively share their knowledge/skills with new graduate nurses in the clinical setting? The aims of the study were, firstly to describe the clinical experiences of Registered Nurses with expertise in care of the dying in a variety of practice settings. Secondly, to develop a written document whereby experienced nurses can share their knowledge/skills of care of the dying with new graduate nurses (as a supplement to the findings of this study). The data was collected in terms of demographic information, and a single semi-structured interview was conducted with each participant. Each participant was also asked to complete a written clinical narrative. The data was analysed using Luborsky's method of thematic analysis. The interview transcripts were read and reread and similar topics were grouped as phrases and coded as themes. The major themes were described in detail using excerpts from the interviews and narratives of the participants. Clinical stories of practice shared by the participants in their interviews are included with the clinical narratives in the Resource Document. There was a strong emphasis in the findings of this study on one-to-one sharing between the experienced and new graduate nurse throughout the dying process. The sharing was in the hands-on care provided, stories of experience and reflection on the care given. The concept of 'care pairs', the use of resource nurses and the resource document discussed in the recommendations could be used in a variety of clinical settings.
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    Maintaining a nursing ethic : a grounded theory of the moral practice of experienced nurses : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing, Massey University
    (Massey University, 1997) Woods, Martin
    This thesis presents a study of the every-day moral decision making of experienced nurses. Eight experienced registered nurses participated in the completed research that is based on data gathered through interviews, document audit and literature review. A grounded theory approach was used to analyse the extensive data gathered for the study. This methodology generated a theoretical description involving the antecedents, processes and consequences of nursing moral decision making. Nursing practice has a moral content, if not an entirely moral purpose, and moral decision making is the central component of this practice. Every day, in numerous institutions and community settings, registered nurses make moral decisions in their practice, yet the ethical aspects of nursing practice remain a comparatively recent field of study. It is therefore essential to nurses and their patients that this process is adequately studied and theorised. To date, very few studies have been undertaken in this area in New Zealand. This study aims to at least partially redress this situation by offering insights through conceptualisation and theoretical description of nursing moral decision making. The findings of the study reveal that antecedents such as personal moral development, upbringing and social experiences, contribute to a 'nursing ethic' that guided the moral decision making of the experienced nurses who participated in the study. Furthermore, the study shows that the context and individual and shared perceptions of moral events influence the degree of nursing involvement in ethical situations. Finally, the study maintains that an intrinsic and enduring nursing ethic may serve to guide ethical decision making in nursing. This ethic is an undeniable phenomenon of considerable significance to nursing practice and education.
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    The registered nurse's experience of online professional development : an action research study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University, Albany, New Zealand
    (Massey University, 2013) Green, Jennifer Kay
    This action research project enabled nine registered nurses (RNs), with varying computer skills, ages and clinical specialties, to explore the reality of designing online learning activities for professional development. The aim of this research was to establish which educational strategies would assist a multi-generational, digitally-differentiated nursing workforce to flourish in an online environment for their professional development. Through a process of six action research spirals, the research participants examined the potential benefits of, and barriers to, transitioning to an online environment for continuing professional development. E-learning is becoming increasingly prevalent as an option for maintaining competence in a clinical environment. With the latest developments in web-based technology there is the potential to capitalise on both andragogical and heutagogical learning. Benefits and barriers to online professional development are explored, with online learning activities developed for each of the three clinical areas of surgical ward, operating rooms (OR) and post-anaesthesia recovery unit (PACU). Suggestions for enhancing success of transitioning to web-based learning for clinical settings are discussed. At any point in time, the current body of clinical knowledge is rapidly changing so that content learnt will, within five to ten years, be revised. In addition, maintaining professional competence is now a requirement of professional bodies. Therefore, a focus on life-long learning and the development of skills to enable access to relevant contemporary information is essential. If an organisation is going to offer online professional development, they must be deliberate in their planning, implementation and ongoing support in order to provide learner driven (heutagogical) content that capitalises on the full extent of Web 2.0 capabilities. Rather than imposing online learning for PD, this action research project increased the participants’ familiarity with the online environment, enabling them to engage with the development of learning activities. The use of web 2.0 capability in this action research project enabled participants and the researcher, involved as a learning designer, to collaboratively construct learning activities specific to each of the clinical contexts. As a result recommendations are made for learner driven PD activities that benefit the RN, the organisation and most significantly, have the potential to positively influence patient care.