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Nursing Praxis in New Zealand
Vol. 24 No.1 - 2008
EDITORIAL
INVITED ARTICLE
Donna Diers
“Noses and Eyes”: Nurse Practitioners in New Zealand
ARTICLES
Susan Jacobs & Julie Boddy
The Genesis of Advanced Nursing Practice inNew Zealand: Policy, Politics and Education
Heather Robertson & Stephen Neville
Health Promotion Impact Evaluation:‘Healthy Messages Calendar (Te Maramataka
Korero Hauora)’
Stacey Wilson & Jenny Carryer
Emotional Competence and Nursing Education: A New Zealand Study
“NOSES AND EYES”: NURSE PRACTITIONERS IN
NEW ZEALAND
Donna Diers, RN, PhD, FAAN, Annie W. Goodrich Professor Emeritus of Nursing,
School of Nursing, Yale University, Connecticut, USA
This invited article is based on a presentation given to the first conference of Nurse
Practitioners in New Zealand, Auckland, 20 October, 2007.
Abstract
Principles for understanding and evolving nurse practitioner practice, politics and policy are distilled from 40 years of experience in the United States and Australia. The issues in all countries are remarkably similar. Some historical and conceptual grounding may assist the continuing development of this expanded role for nursing in New Zealand.
Key Words: Nurse practitioners, advanced nursing practice, nursing and policy.
Article OrderCode: 241 A
THE GENESIS OF ADVANCED NURSING PRACTICE
IN NEW ZEALAND: POLICY, POLITICS AND
EDUCATION
Susan H. Jacobs, RN, PhD, FCNA(NZ), Dean, Faculty of Health & Sport Science,
Eastern Institute of Technology, Taradale
Julie M. Boddy, RN, PhD, FCNA(NZ), Professor of Nursing, School of Health and
Social Services, Massey University, Palmerston North
Abstract
When New Zealand’s first Nurse Practitioner was approved by the Nursing Council of New Zealand in December 2001, it was the centenary year of New Zealand nursing registration, but less than a decade after the commencement of New Zealand’s first pre-registration nursing degrees. What were the conditions and forces in play that saw nursing achieve a new emphasis on advanced clinical education and practice, culminating in the development of an advanced, expanded scope of nursing practice? This contemporary historical study examines the professional and sectoral milieu of the 1990s and the turn of the 21st century, together with the policy initiatives undertaken to advance nursing in New Zealand during that period.
Key Words: Advanced nursing practice, Nurse Practitioner, nurse prescribing,
policy.
Article OrderCode: 241 B
HEALTH PROMOTION IMPACT EVALUATION:
‘HEALTHY MESSAGES CALENDAR
(TE MARAMATAKA KORERO HAUORA)’
Heather R. Robertson, RN, MA, MCNA(NZ),
Clinical Nurse Manager, Well Child, Tairawhiti District Health, Gisborne
Stephen Neville, RN, PhD, FCNA(NZ), Senior Lecturer,
School of Health and Social Services, Massey University, Auckland
Abstract
A health promotion intervention, the ‘Healthy Messages Calendar (Te Maramataka Korero Hauora)’, was produced by the combined efforts of a number of community groups and provided free to every household in Tairawhiti. The purpose of the present study was to evaluate the project to determine if it was an effective health promotion tool for the dissemination of health information. Qualitative data were obtained from five focus groups; four of which were selected cohorts in the community and one from the stakeholders or key players in the development of the calendar. Data were analysed using a general inductive approach as offered by Thomas (2004). Results indicated the calendar was a valuable health promotion tool that provided appropriate health information to the people of Tairawhiti. Focus group feedback showed an overwhelmingly positive community response to the calendar. Local production and use of children’s artwork and Maori translations to promote messages ensured that the calendar was well received by the local community. The results highlighted the positive link between health promotion practices and the
health needs of a local community.
Key Words: Health promotion, inequalities, impact evaluation, Maori health.
Article OrderCode: 241 C
EMOTIONAL COMPETENCE AND NURSING
EDUCATION: A NEW ZEALAND STUDY
Stacey C. Wilson, RN, PG Dip. Nsg (Mental Health), M.Phil, MNZCMHN
School of Health and Social Services, Massey University, Palmerston North
Jenny Carryer, RN, PhD, FCNA(NZ), MNZM, Clinical Chair of Nursing,
Massey University/MidCentral District Health Board, Palmerston North
Abstract
Effective nursing practice requires the ability to recognise emotions and handle responses in relationships with clients and their families. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student’s development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses’ development of emotional competence. The process of thematic analysis was utilised and three key themes
arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
Key Words: Emotional competence, nursing education, emotions, fitness to
practise.
Article OrderCode: 241 D
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