Abstract
An essential component in the development of any profession is knowing its own historical foundation. To achieve an understanding of this past, the profession needs careful research which will offer an interpretation of past events, practice and people. Historical methodology is therefore a valid and important approach available to researchers in nursing and midwifery. This is the twelfth article in a series based on interviews with nursing and midwifery researchers, designed to offer the beginning researcher a first-hand account of the experience of using particular methodologies. This article incorporates a conversation on historical methodology between Pamela Wood (RGON, PhD) and Lynne Giddings (RGON, RM, PhD) who have completed numerous studies in the history of nursing, midwifery and public health.
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Key Words:
Methodologies, historical research, nursing history, midwifery history.
Article Order No: 202A
THE NURSE-MANAGED CLINIC: AN EVALUATIVE
STUDY
Jill Clendon, BA, RCpN, MPhil (Hons), MCNA(NZ)
Lecturer, Massey University, Albany Campus, Auckland
Joyce Krothe, BSN, MSN, DNS
Associate Professor, Indiana University, Indiana, United States of America
Abstract
The aim of this study (part of an international project) was to evaluate a nursemanaged primary health care clinic from the perspectives of users, funders, and providers of clinical services in order to identify factors which contribute to success. The method used was Fourth Generation Evaluation (FGE) whereby, consistent with the methodological precepts of the constructivist enquiry paradigm, there was active involvement of clients in the process and outcome of the evaluation. Open-ended interviews were conducted with 13 individuals and one focus group. These were taped, transcribed and analysed. The data yielded four main categories: factors that contribute to success; contrasting past experience of health care with that of nurse-managed care; the effectiveness of nurse-managed care; and suggestions for change in current practice. The results to date support a tentative conclusion of success for the clinic. As the study is on-going, summaries of the four categories were fed back to the participants for further discussion and interpretation and eventual integration with data from the similar study being undertaken in the United States. This paper demonstrates how the use of an appropriate method of evaluation can itself contribute to the success of the nursemanaged clinic.
Key Words:
Fourth Generation Evaluation, nurse-managed clinic, evaluation.
Article Order No: 202B
CARING FOR REFUGEES IN EMERGENCY
DEPARTMENTS IN NEW ZEALAND
Annette Mortensen, M.Phil (Hons), RCpN, Dip Ed. Refugee Health Co-ordinator, Community and Mental Health Services,
Auckland District Health Board
Nicola Young, MPH, RCpN, Clinical Nurse Educator, Starship Children’s
Hospital, Auckland District Health Board
Abstract
Refugees and asylum seekers represent a significant proportion of attendees in emergency departments in Auckland Hospitals. Culture and ethnicity are a major factor to be considered in addressing the health care needs of this population. Other factors such as the physical and psychological sequelae of the refugee experience, health care experience prior to arrival in New Zealand, poverty, language, and the trauma of resettlement also have a major impact on health care seeking behaviours. This paper outlines some of the special health needs of people from refugee backgrounds who present in the emergency department, and the role of emergency department nurses in improving care for refugee and migrant peoples.
Key Words:
Emergency department nurses, refugees, asylum seekers, migrants
Article Order No: 202C
CLINICAL TEACHING AND LEARNING:
AN ACTION RESEARCH STUDY
Bonnie Schroyen, RCpN, Dip. T.T., MA, MCNA(NZ)
Senior Nursing Lecturer, Faculty of Health and Science,
Northland Polytechnic, Whangarei
Mary Finlayson, PhD, RCpN, MCNA(NZ)
Associate Professor, School of Nursing, University of Auckland, Auckland
Abstract
There are many factors within the New Zealand health and education systems that affect the quality of teaching and learning in clinical settings for student nurses. Using an educational action research model a nursing lecturer based in a polytechnic and ten students formed a research group to address one issue that was important to them. The research group chose to plan, implement and evaluate a practical change strategy aimed at improving the teaching and learning relationship between students and staff nurses in clinical settings. A sample of five staff nurses working closely with five students in the group was invited to join the study in order to gain their perspectives on the issues. The findings were that contract learning provides a strategy which, under certain conditions, offers both students and staff nurses an opportunity to improve the effectiveness of their interactions.
Key Words:
Contract learning, action research, clinical education
Article Order No: 202D
ADVANCING NURSING PRACTICE THROUGH
POSTGRADUATE EDUCATION (PART ONE)
Deborah Spence, RGON, RM, PhD, Principal Lecturer,
Division of Health Care Practice, Auckland University of Technology
Abstract
Recognition given to advanced nursing practice and programmes supporting its development is undergoing significant change in New Zealand. A considerable body of literature addressing this phenomenon has emanated from the USA, UK, Canada and Australia. In New Zealand the clinically focused postgraduate papers and programmes, available through universities and polytechnics, are evaluated from an educational perspective but little evaluation of the implications for practice has been undertaken. This paper is Part One of a report on a study that sought to illuminate the impact of clinically focused postgraduate education on advancing nursing practice. Hermeneutic methodology provided a framework for analysing both the perspectives of nurses who had undergone such education and those who had directly employed and worked alongside these nurses. Emerging themes are described here. In a second article the findings will be discussed in relation to literature. Constraining factors will be identified and strategies designed to maximise the benefits of education for advancing nursing practice will be recommended.
Key Words:
Clinical masters, advancing practice, hermeneutic evaluation
Article Order No: 202E
