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    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, Philippa
    This 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.
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    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.
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    Constancy and difference in the dimensions and elements of nursing practice, 1901-1981 : a thesis presented in partial fulfilment of the requirements for the degree of M.A. (Soc. Sci.) at Massey University
    (Massey University, 1983) Rayner, Beverley M
    This study presents a selective literature review in which the three components of modern nursing (practice, education and research) are identified. Consideration is given to the dimensions and elements of two of the components - nursing education and nursing practice and the relationship between these two components is investigated using the examination system of nursing education as the connective link. From the literature review presented in the first three chapters, the Nursing Education Examination. Practice Model (N.E.E.P.) has been derived for this project which examines the constancy and differences in the six stated dimensions of nursing practice and their associated elements along a time continuum from 1901 to 1981. The model is used to collect and collate the data elicited from the analysis of the five yearly sample of State Final examination papers and the identification of historical trends in the New Zealand Nursing Journal, relating to the six dimensions of nursing practice and their associated elements. This two pronged approach allowed the author to crosscheck the findings from the two data sources. In addition, changes in the composition of nursing practice are studied in one specific area; the nursing care of patients with accidental trauma. The following propositions were derived from the literature review presented in the first section of this study; 1. That the six dimensions of nursing practice (care, cure, protection, teaching, co-ordination and patient advocacy) will remain constant over time and different practice setings; 2. that the elements of each dimension will vary with time and with practice setting. The findings elicited from the analysis of surgical examination papers revealed that the three dimensions of care, cure and co-ordination occur in all the time periods investigated in this study. The same three dimensions of nursing practice are evident in at least 81% of the time periods in which questions relating to accidental trauma in the examination papers are found. Therefore these three dimensions can be said to form the "heart" of nursing practice over the years. Although fluctuations occur in the importance placed upon the dimensions, from 1961 increasing emphasis is found in all the dimensions except the cure dimension where a declining trend is demonstrated. It was found that constancy in all six dimensions of nursing practice is apparent from this time. An examination of the elements of nursing practice shows that although the three dimensions of nursing practice remain constant over the years, findings relating to the elements making up three dimensions indicate both constancy and differences. The five elements of nursing practice which make up the "core" elements of nursing practice are; general nursing care; reference to specific patients; functional status; treatments; and nurse interactions. References to these elements appear in each of the 17 time periods in the general analysis. Their importance in relation to the nursing of patients with accidental trauma is also evident. At the other extreme are the elements of sleep, blood pressure, and T.P.R. which appear in less than 3 of the 17 time periods. Reference to patient preferences/ interests are never found in the data elicited from the examination papers. Examination of accidental trauma findings reveals similar trends to the general results. From 1961 particularly the journal articles substantiate the findings elicited from the examination analysis. A brief discussion of the implications of the constancy and difference in the dimensions of nursing practice and their associated elements for nursing is included.
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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.