Abstract
Critical ethnography is one of the more methodologically creative approaches to nursing and midwifery research as it combines aspects of two different research paradigms, the interpretive and the radical/critical. It focuses on making visible the ‘taken-for-granted’ aspects of a cultural group and power interplays within it. This methodology is particularly useful for research questions that explore practice. This is the eleventh 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 focuses on critical ethnography as interpreted by Marion Jones (RGON, MA, PhD) in interview. Marion is Associate Dean Post Graduate in the Faculty of Health at the Auckland University of Technology. For her PhD thesis Marion used the theoretical positioning of Pierre Bourdieu [1930 - 2002] to guide her use of critical ethnography to explore how different health professionals shape team practice.
Key Words:
Research, methodologies, critical ethnography, Bourdieu
Article Order No: 201A
MANAGING PRE-REGISTRATION STUDENT RISK:
A PROFESSIONAL AND LEGISLATIVE MINEFIELD
Maurice Drake, RGON, MA (Distinction), MCNA(NZ)
Associate Head of School - Nursing, School of Health and
Community Studies, Unitec New Zealand, Auckland
Gil Stokes, RGN, MA, Cert. Ed, MBA, MCNA(NZ)
Project Manager, Faculty of Health Postgraduate Office,
Auckland University of Technology, Auckland
Abstract
In New Zealand the prerequisites for nursing registration are a Bachelor degree in nursing and a pass in the final examination conducted by a statutory body, the Nursing Council of New Zealand (NCNZ). Eligibility to sit this examination depends on the nursing school’s assessment of the applicant as a person fit to practise nursing without compromise to public safety. Consequently nurse educators have to comply with both the Nurses Act (1977) and the Education Act (1987). As well several other Acts pertaining to the individual rights of students are relevant. Inevitably this complex legislative context generates tensions.
This article reports data from 15 Schools of Nursing surveyed to identify difficulties experienced by nurse educators with respect to entry, progression and programme completion of undergraduate nursing students. Risk assessment, along with a lack of clear policy and procedures were found to be the main problem areas. Difficulties were exacerbated for educators when there were challenges to their professional judgement, either from the NCNZ or from within their own institution. The authors argue for more recognition of the dual role of nurse educators, and greater clarification of the NCNZ role in regulating the student’s programme entry and progression, and ultimate admission to the Register. It is suggested that the recently passed Health Practitioners Competence Assurance Act (2003) provides nursing with an opportunity to address some of these issues.
Key Words:
Nurse education, risk assessment, public safety
Article Order No: 201B
PATIENT PRIVACY IN A SHARED HOSPITAL ROOM:
RIGHT OR LUXURY?
Helen Malcolm, RGON, MN
Lecturer, School of Nursing, Faculty of Medical and Health Sciences,
University of Auckland
Abstract
The expectation of personal privacy is reasonable, provided for by the law, and is a view supported by current literature. Yet in the hospital setting where patients are required to share a room with strangers it is questionable whether privacy is adequately protected. In this article the author discusses the New Zealand legislation aimed at protecting the individual’s right to privacy and concludes that practice may place healthcare consumers’ rights at risk. While patient privacy should be of concern to all health professionals, the focus here is on the nurse’s role in relation to recently formulated competencies published by the Nursing Council of New Zealand, which includes the recommendation that care be seen to exhibit an awareness of healthcare consumers’ rights to privacy alongside the expectation that nurses question practices that compromise patient privacy.
Key Words:
Patient privacy, health legislation, codes of conduct, nursing
competencies
Article Order No: 201C
USING ADULT LEARNING THEORY TO ENHANCE
CLINICAL TEACHING
Jill Wilkinson, RGON, PG Cert TT, MA (Hons), PhD (cand)
Senior Nursing Lecturer, School of Nursing and Health Studies,
Whitireia Community Polytechnic, Porirua
Abstract
Becoming competent with the ‘skills of nursing’ gives a student nurse a strong sense of self-efficacy and is foundational to the development of the ‘thinking of nursing’ and critical thinking. Such a qualitative shift towards critical thinking involves a student approach to learning that is often referred to as deep, as opposed to surface. Deep approaches result in a high level of engagement with the meaning or significance of the information, and an ability to apply the information in new situations. Although registered nurses engage in silent dialogue about specific clinical situations the critical thinking is indiscernible to the student nurse. It is important that the latter see evidence of critical thinking in the health professionals around them if they are to attempt to develop critical thinking for themselves. Ultimately, student motivation to approach learning using deep strategies is dependant on their perception of its necessity. Helping student nurses understand clinical situations in the way that is characteristic of expert nursing is the essence of clinical teaching. Thinking about when and why learning occurs may be of assistance to preceptors teaching students of nursing. In this article four theories of adult learning theory are discussed (self directed learning; experiential learning; constructivist theory; and critical thinking) as well as theories about motivation to learn. Suggestions for how the theory may be applied to the clinical learning environment are offered.
Key Words:
Adult learning theory, motivation, critical thinking, student nurses, preceptors, clinical teaching
Article Order No: 201D
PROMOTING EAL NURSING STUDENTS’
MASTERY OF INFORMAL LANGUAGE
Vita Grace Wong, RCpN, MPH (Hons)
Senior Lecturer, School of Nursing, Division of Health Care Practice,
Auckland University of Technology
Pat Strauss, BA (Hons) English BA (Hons) Applied Linguistics, M Ed, D Ed
University Education Diploma, Licentiate Diploma (TESOL)
Senior Lecturer, School of Languages, Auckland University of Technology
Abstract
This article describes the development, delivery and evaluation of a pilot programme designed to help nursing and midwifery students from Asian and non-English speaking backgrounds improve their conversational skills in practice settings. Many such students, although previously assessed as competent in English, find that communication with patients and their families, and other health professionals. The study was conducted in a large tertiary educational institution in a major metropolitan centre. Each week for a period of 11 weeks students participated in an interactive session. Content for these was based on areas highlighted by a needs assessment involving interviews with both students and lecturers, and was subject to ongoing modification in response to feedback from participants. Evaluation questionnaires completed at the conclusion of the series indicated that students perceived the impact as positive. Students who attended regularly and were actively involved in the practice activities described gains in communication skills. From this it was concluded that further development of the pilot scheme was warranted in order to benefit English as an additional language (EAL) students enrolled in nursing and midwifery courses
.
Key Words:
Informal language; EAL students; communication
Article Order No: 201E
