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Nursing Praxis in New Zealand
Vol. 22 No.3 - November 2006
EDITORIAL
ARTICLES
Pamela Wood & Lynne Giddings
Improving Health Care Through Evaluation Research: An Interview with Katherine Nelson
Kaaren Marcinkowski & Barry McDonald
Changing Blood Transfusion Practice in Elective Joint Arthroplasty: A Nursing Initiative
Sharon Vallant & Stephen Neville
The Relationships Between Student Nurse and Nurse Clinician: Impact on StudentLearning
IMPROVING HEALTH CARE THROUGH
EVALUATION RESEARCH: AN INTERVIEW WITH
KATHERINE NELSON
Pamela J. Wood, RN, PhD, Associate Professor, Graduate School of Nursing,
Midwifery & Health, Victoria University of Wellington
Lynne S. Giddings, RN, RM, PhD, Associate Professor, School of Nursing,
Faculty of Health & Environmental Sciences, Auckland University of Technology
Abstract
Proposals for establishing or changing health care services are increasingly expected to include a framework for evaluating their delivery and effectiveness. Evaluation research in health care is therefore a rapidly developing area. It is crucial that nurses understand how to use this methodology effectively so they can make a case for the establishment, continuation or expansion of a health service and improve existing ones. This article describes aspects of evaluation research as interpreted by Katherine Nelson (RN, MA, PhD) in interview. It is the sixteenth article in a series based on interviews with nursing and midwifery researchers, and is primarily designed to offer the new researcher a first-hand account of the experience of using research methodologies. Kathy is a lecturer in the Graduate School of Nursing, Midwifery & Health at Victoria University of Wellington. She has undertaken several research projects evaluating different health care programmes.
Key Words:
Research, methodologies, evaluation, health care.
Article OrderCode 223A
CHANGING BLOOD TRANSFUSION PRACTICE
IN ELECTIVE JOINT ARTHROPLASTY:
A NURSING INITIATIVE
Kaaren Marcinkowski, RN, MHSc, Charge Nurse, Orthopaedic Ward,
North Shore Hospital
Barry McDonald, MSc, PhD, Senior Lecturer, Massey University
Abstract
The use of re-infusion drains on 99 consecutive patients undergoing total knee arthroplasty surgery at a large hospital was analysed. As a control group the records of 99 patients treated without re-infusion were analysed retrospectively. The primary aim was to ascertain the cost effectiveness of the drains. Secondary aims were to assess safety of the drains, whether or not they reduced the need for allogeneic blood transfusion and whether they decreased the length of stay in hospital. The direct cost of consumables increased for the evaluation period. There was a smaller proportion of allogeneic blood transfusion (27% vs 38%) and a smaller mean number of units transfused (0.92 vs 0.54) in the re-infusion group compared to the control group. Patients benefited directly in that the mean length of stay was also significantly shorter in the re-infusion group. We anticipate more direct cost saving with experience and best practice and conclude that the use of re-infusion drains is a cost effective blood saving method in total knee joint arthroplasty.
Key Words:
Allogeneic blood, re-infused blood, total knee joint arthoplasty.
Article OrderCode: 223B
THE RELATIONSHIP BETWEEN STUDENT NURSE
AND NURSE CLINICIAN: IMPACT ON STUDENT
LEARNING
Sharon Vallant, RN, BHSC (Nursing), MA (Nursing),
Senior Nurse Lecturer, School of Nursing, AUT University, Auckland
Stephen Neville, RN, PhD, FCNA(NZ), Senior Lecturer,
School of Health Sciences - Auckland, Massey University
Abstract
Student nurse learning within a clinical environment is an essential component of Bachelor of Nursing curricula in New Zealand. During clinical experiences, student nurses rely on nurse clinicians for day-to-day facilitation of their learning. The purpose of this descriptive interpretive study was to explore relationships between student nurses and nurse clinicians.
Eleven student nurses at the end of a three year Bachelor of Nursing programme in one institution participated in focus group interviews. Data gathered from the three focus groups were analysed using an inductive approach. Five categories, namely ‘being invisible in the relationship’, ‘not stepping on toes’, ‘lost opportunities for learning’, ‘nurturance’ and ‘reciprocity’ emerged from data analysis. These are presented with appropriate quotes to demonstrate the essence of participant experiences.
Findings indicated that when students experienced relationships with clinicians as not being positive, this inhibited learning. Conversely, when students saw the clinician as participating actively and positively in the student/clinician relationship then student learning was enhanced. This evidence forms the basis for recommending further complementary research into the clinician’s attitudes and perceptions related to their teaching role.
Key Words:
Preceptorship, clinical learning, nursing practice, nursing education.
Article OrderCode: 223C
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