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    A question of ethics : a responsibility to care : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Rogerson, Ann
    This thesis draws upon both traditional and feminist care literature as well as psychoanalytic theory to inform a reading practice that addresses the following questions: How does a feminist ethics of care represent the best interests of women? Feminist literature theorises the context of knowledge production as a discursive site where the capacity for care within mother and daughter relationships can only be represented within historically patriarchal cultural prescriptions. In this context the representation of an 'ethics of care' continues to be theorised within the paradigm of a nuclear family setting and a liberal knowledge based economy (KBE). How are women's best interests to be interpreted within this theoretical framework? The reading practice draws upon the feminist psychoanalytic writings of Luce Irigaray to consider a woman's responsibility to care, the significance of mother/daughter relationships and a feminist ethics of care within a contemporary global economy that places a greater emphasis on home care, amid the changing face of traditional families and an increasing 'presence' of women within the public domain.
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    Transforming feminist care ethics : tracing (un)memorable mother-daughter relations through psychoanalytic inquiry : thesis presented in partial fulfilment of the requirement for the degree of Doctor of Philosophy in Psychology, Massey University, Manawatu Campus, New Zealand
    (Massey University, 2014) Rogerson, Ann Lois
    This thesis draws upon traditional and feminist theories of psychoanalysis, and embarks upon a journey of inquiry initiated by a personal experience of end-of-life care for my mother. Positioned as responsible caregiver, I found myself unable to articulate my experiences as anything other than caregiver-patient who suffered a combination of ‘exhaustion and grief’ leading to hallucination manifesting as hysterical symptom. The constraints on positioning available to me generated the following question as the catalyst for present study. How can mother and daughter relations be spoken within contemporary discourse and how is care positioned in relation to mother-daughter encounter? The inquiry begins with a critical reading of contemporary literature on mothering, care and caring to locate the study within a genealogy of feminist engagement with ethics of care. After situating both feminist care ethics and hysteria within the trajectory of psychoanalytic development, I explore Lacan’s rereading of Freud’s mapping of the unconscious, pre-conscious and conscious as the initial theoretical framework for inquiry, given that this is where hysteria linguistically intertwines with psychoanalysis as a product of caregiving stress. Within the genre of searching, I follow a series of journeys, investigating texts for gaps and pathways enabling a mother-daughter encounter to be remembered and spoken differently. Each journey informs and transforms the problematics of remembering and articulating mother-daughter encounter. Yet they reiterate constrictions at the place where perception meets thought, and each journey is hindered by a metaphorical wall of language. After discussing how the wall locates mother-daughter encounter and care within discourse and shapes reality as a constant series of assimilating, marginalising and discriminating I extend the scope of inquiry through reading feminist theorists of difference including Irigaray’s concepts of mimesis and fluidity, Ettinger’s matrixial borderspace and Braidotti’s nomadic subject. This allows a rereading of feminist care ethics and possibilities of transformations, where theorising a more inclusive grammatical structure can be thought as enabling possibilities for speaking, writing and remembering women’s encounters with women and a daughter’s encounter with her mother.
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    The actualized caring moment : a grounded theory of caring in nursing practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing at Massey University
    (Massey University, 1991) Euswas, Payom Wiriya
    The purpose of this study was to provide a partial theoretical description of the phenomenon of caring in nursing practice. Three practice settings involving cancer patients were selected: hospital, hospice, and community with thirty patients and thirty-two nurses participating in the study. A research design combining a phenomenological perspective and grounded theory strategies was implemented. Data were collected by indepth interview, participant observation, and records. The data were analysed by the method of constant comparative analysis. A number of concepts were developed from the data and the theoretical framework of "The Actualized Caring Moment" was formulated to explain how the actual caring process occurs in nursing practice. This caring moment is the moment at which the nurse and the patient realise their intersubjective connectedness in transforming healing-growing as human beings in a specific-dynamic changing situation. The actualized caring moment is a gestalt configuration of three main caring components: The preconditions, The ongoing interaction, and The situated context. The Preconditions, which consist of the nurse, personally and professionally prepared to care, and the patient, a person with compromised health and wellbeing, are prerequisites for the occurrence of the caring process. The nurse has the qualities of benevolence, commitment, and clinical competency to be ready to care. The patient is a unique person in a vulnerable state and requires assistance from the nurse to meet personal health needs. The Ongoing Interaction, the actual caring process, is the continuity of the nurse-patient interaction moment-by-moment which brings together six caring elements: Being there, Being mindfully present, A relationship of trust, Participation in meeting needs, Empathetic communication, and Balancing knowledge-energy-time. The Situated Context is the situation and environment where the actual caring process is taking place, and this is comprised of circumstances of the nurse-patient meeting and care-facilitating working conditions The conceptual framework of "The Actualized Caring Moment" offers nurses an opportunity to understand their practice more fully in providing effective nursing service. Consequently, its implications are valuable for education, research, and the development of knowledge focused on the discipline of nursing.