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Subject: search.filters.subject.Nurses -- Attitudes

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    Work-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, 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.
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    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.
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    An exploration of nurses' understanding of parenting in hospital : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Nursing) at Massey University
    (Massey University, 2000) Crawford, Ruth
    Parental involvement in their child's care in hospital is common place. Research indicates that parents want to actively participate in the care ot their child. Nurses' responses to parental presence in hospital have been examined in previous research, especially with regard to attitudes, perspectives and role division. There was however a gap In the literature with regard to nurses' understanding of parenting in hospital. Within New Zealand there was no research examining nurses' understanding of parenting. The research described in this 75 point thesis explored the nurses' understanding of parenting in hospital. Using focus groups as the research method, eight nurses were invited to share their understanding of parenting in a New Zealand hospital. The data was analysed using thematic analysis informed by Stevens (1996). Although the size of the study was limited, this research has been able to raise some important issues about nurses' understanding of parenting in hospital, including the conflict perceived between parents and nurses, and the participants 'ideal' parent-nurse relationship.
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    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 Rose
    Student 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.