Establishing Quality Standards for Graduate Entry Master of Nursing Curricula in Australia and New Zealand: A Delphi Study

2021 ◽  
pp. 103151
Author(s):  
Marie F Gerdtz ◽  
Philippa Seaton ◽  
Virginia Jones ◽  
Zerina Tomkins ◽  
Gemma Stacey ◽  
...  
Keyword(s):  
New Zealand ◽  
Delphi Study ◽  
Quality Standards ◽  
Graduate Entry ◽  
Nursing Curricula

Professional, ethical, and policy dimensions of public service interpreting and translation in New Zealand

2020 ◽  
Vol 15 (1) ◽  
pp. 15-35
Author(s):  
Vanessa Enríquez Raído ◽  
Ineke Crezee ◽  
Quintin Ridgeway
Keyword(s):  
New Zealand ◽  
Public Service ◽  
Professional Ethics ◽  
Quality Standards ◽  
Specific Training ◽  
Community Members ◽  
Highly Skilled ◽  
Community Volunteers ◽  
Recent Initiative ◽  
Advisory Role

Abstract This article reviews the practical, ethical, and policymaking dimensions of public service interpreting and translation in New Zealand. It shows that the country has had a limited tradition in translation and interpreting and that historically bilingual community members have been asked to perform T&I without specific training. Our review also reveals that several factors may explain the ongoing use of non-professionals across public settings: the availability of bilingual staff and community volunteers, the misrecognition of the T&I role, difficulties around procurement of highly skilled practitioners, and cost concerns. Policymakers and other members of the community have identified that these factors can negatively impact quality standards and professional ethics, as seen in the government’s recent initiative to regulate and professionalize the sector. We report on this initiative and our advisory role concerning the endorsement of a teleological approach to professional ethics.

Priorities for paediatric critical care research: a modified Delphi study by the Australian and New Zealand Intensive Care Society Paediatric Study Group

2021 ◽  
Vol 23 (2) ◽  
pp. 194-201
Author(s):  
Sainath *Raman ◽  
◽  
Georgia *Brown ◽  
*Equal first authors ◽  
Debbie Long ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Critical Care ◽  
Intensive Care ◽  
New Zealand ◽  
Delphi Study ◽  
Face To Face ◽  
Modified Delphi ◽  
Research Questions ◽  
Paediatric Critical Care

OBJECTIVE: Most interventions in paediatric critical care lack high grade evidence. We aimed to identify the key research priorities and key clinical outcome measures pertinent to research in paediatric intensive care patients. DESIGN: Modified three-stage Delphi study combining staged online surveys, followed by a face-to-face discussion and final voting. SETTING: Paediatric intensive care units in Australia and New Zealand. PARTICIPANTS: Medical and nursing staff working in intensive care. MAIN OUTCOME MEASUREMENTS: Self-reported priorities for research. RESULTS: 193 respondents provided a total of 267 research questions and 234 outcomes. In Stage 3, the top 56 research questions and 50 outcomes were discussed face to face, which allowed the identification of the top 20 research questions with the Hanlon prioritisation score and the top 20 outcomes. Topics centred on the use of intravenous fluids (restrictive v liberal fluids, use of fluid resuscitation bolus, early inotrope use, type of intravenous fluid, and assessment of fluid responsiveness), and patient- and family-centred outcomes (health-related quality of life, liberation) emerged as priorities. While mortality, length of stay, and organ support/organ dysfunction were considered important and the most feasible outcomes, long term quality of life and neurodevelopmental measures were rated highly in terms of their importance. CONCLUSIONS: Using a modified Delphi method, this study provides guidance towards prioritisation of research topics in paediatric critical care in Australia and New Zealand, and identifies study outcomes of key relevance to clinicians and experts in the field.

Graduate entry to nursing: An exploration of the demographic characteristics of New Zealand students

2020 ◽  
Vol 48 ◽  
pp. 102855
Author(s):  
Isabel Jamieson ◽  
Kate Norris ◽  
Kylie Short ◽  
Elaine Papps ◽  
Alison Dixon
Keyword(s):  
New Zealand ◽  
Demographic Characteristics ◽  
Graduate Entry

scholarly journals Health professional education and practice in preventing and controlling infections in New Zealand: a review to inform strategies for enhancing practitioner competencies and patient safety

2020 ◽  
Vol 2 (1) ◽  
pp. e000034
Author(s):  
Linda Gulliver ◽  
Heather Brooks ◽  
Linda Kinniburgh ◽  
Rebecca Aburn ◽  
Jo Stodart ◽  
...  
Keyword(s):  
Quality Assurance ◽  
New Zealand ◽  
Medical Students ◽  
Nursing Students ◽  
Health Professional ◽  
Professional Education ◽  
Infection Prevention And Control ◽  
Health Professional Education ◽  
Formal Assessment ◽  
Nursing Curricula

ObjectiveQuality assurance for reducing infections is a key objective of the WHO’s global action plan targeting antimicrobial resistance, yet no studies have employed a multifaceted approach to review health professional education and practice in infection prevention and control (IPC). This study completed such a review.Methods and analysisNew Zealand medical and nursing curricula were analysed for IPC-related teaching and assessment. Clinicians (undergraduate to senior) received peer-expert evaluation while performing procedures demonstrating IPC competencies. Patient and clinician self-evaluation followed. Hospital IPC practice monitoring was also reviewed.ResultsMedical curricula had approximately twice the total IPC-related theory compared with nursing (79.71 vs 41.66 hours), emphasising microbiology. IPC theory in nursing curricula was applied, emphasising health and safety. Junior nursing students were rigorously taught (16.17 hours) and assessed (2.91 hours) in practical IPC competencies, whereas little practical instruction (2.62 hours) and no formal assessment existed for junior medical students. IPC teaching chiefly occurred during medical students’ senior clinical years, and was opportunistic, rotation-specific or in introductory sessions. Senior medical and nursing students were expected to be IPC-proficient but no formal assessment occurred. Peer review generally revealed satisfactory practice, however both professions had lapses with hand hygiene, asepsis and incorrect donning, removal and use of personal protective equipment. Clinician confidence in providing and being peer-reviewed for best IPC practice, and patients’ confidence in receiving best IPC care, was positively associated with clinician experience. Trainee interns, whose confidence in IPC practice was not matched by the same desire for monitoring/feedback as senior colleagues, were the exception.ConclusionMultifaceted approaches to IPC quality assurance have utility in identifying gaps, reducing infection transmission and reassuring staff and patients.

scholarly journals Erratum 1

2021 ◽  
Vol 23 (3) ◽  
pp. 242-242
Keyword(s):  
Critical Care ◽  
Intensive Care ◽  
New Zealand ◽  
Delphi Study ◽  
Study Group ◽  
Intensive Care Society ◽  
Care Society ◽  
Care Research ◽  
Paediatric Study ◽  
Paediatric Critical Care

Raman S, Brown G, Long D, et al; the Australian and New Zealand Intensive Care Society Paediatric Study Group (ANZICS PSG). Priorities for paediatric critical care research: a modified Delphi study by the Australian and New Zealand Intensive Care Society Paediatric Study Group. Crit Care Resusc 2021; 23: 194-201. In this article, on page 200, the Acknowledgements section should read: “We thank Mark Peters, University College London, UK, for sharing his expertise at the Hanlon stage of this exercise. The data team within the Paediatric Critical Care Research Group, Brisbane, Australia helped with the surveys and analyses of the data. We thank Kate Masterson, Royal Children’s Hospital Melbourne, and all staff from PICUs in Australia and New Zealand and the ANZICS PSG Committee who participated in this study. We acknowledge the local research coordinators and research staff, who assisted with study distribution, promotion and the prioritisation process.”

scholarly journals Identifying research priorities in newborn medicine: a Delphi study of parents’ views

BMJ Open ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. e044836
Author(s):  
Abbey L Eeles ◽  
Alice C Burnett ◽  
Jeanie LY Cheong ◽  
Alex Aldis ◽  
Louise Pallot ◽  
...  
Keyword(s):  
New Zealand ◽  
Delphi Study ◽  
Research Priorities ◽  
Well Being ◽  
Neonatal Care ◽  
Parental Mental Health ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Research Questions

ObjectiveNeonatal conditions can have lifelong implications for the health and well-being of children and families. Traditionally, parents and patients have not been included in shaping the agenda for research and yet they are profoundly affected by the neonatal experience and its consequences. This study aimed to identify consensus research priorities among parents/patients of newborn medicine in Australia and New Zealand.DesignParents/patients with experience of neonatal care in Australia and New Zealand completed an online Delphi study to identify research priorities across four epochs (neonatal admission, early childhood, childhood/adolescence and adulthood). Parents/patients first generated key challenges in each of these epochs. Through inductive thematic analysis, recurring topics were identified and research questions generated. Parents/patients rated these questions in terms of priorities and a list of questions consistently rated as high priority was identified.Participants393 individuals participated, 388 parents whose children had received neonatal care and 5 adults who had received neonatal care themselves.ResultsMany research questions were identified as high-priority across the lifespan. These included how to best support parental mental health, relationships between parents and neonatal clinical staff (including involvement in care and communication), bonding and the parent–child relationship, improving neonatal medical care and addressing long-term impacts on child health and neurodevelopment.ConclusionsParents with experience of newborn medicine have strong, clear and recurring research priorities spanning neonatal care practices, psychological and other impacts on families, and impacts on child development. These findings should guide neonatal research efforts. In addition to generating new knowledge, improved translation of existing evidence to parents is also needed.

Identifying the priorities for midwifery education across Australia and New Zealand: A Delphi study

2020 ◽  
Author(s):  
Mary Sidebotham ◽  
Lois McKellar ◽  
Caroline Walters ◽  
Andrea Gilkison ◽  
Deborah Davis ◽  
...  
Keyword(s):  
New Zealand ◽  
Delphi Study ◽  
Midwifery Education

scholarly journals What Motivates People to Start a Graduate Entry Nursing Programme: An Interpretive Multi-Centred Case Study

2021 ◽  
Vol 7 ◽  
pp. 237796082110113
Author(s):  
Rachel Macdiarmid ◽  
Patricia McClunie-Trust ◽  
Kay Shannon ◽  
Rhona Winnnington ◽  
Andrea E. Donaldson ◽  
...  
Keyword(s):  
New Zealand ◽  
Role Models ◽  
Single Case ◽  
Alternative Pathway ◽  
Health Sector ◽  
The United States ◽  
Graduate Entry ◽  
Career Values ◽  
Undergraduate Nursing

Introduction While graduate entry nursing programmes are well established in the United Kingdom and the United States of America (USA), they are relatively new to New Zealand and Australia. These programmes have been developed to meet the demands of the health workforce and provide graduates an alternative pathway to becoming a RN. Nursing is viewed as an attractive career option for this growing market of graduate entry students. Objective This study explored the motivations underpinning students choosing a graduate entry MNSc degree over a traditional undergraduate nursing programme. Methods A qualitative, longitudinal single case study design, informed by Yin was used. The first phase of the study is reported here. All students commencing a MNSc degree at the beginning of 2020 across four education providers (3 in New Zealand & 1 in Australia) were eligible to take part in the study. Ten students agreed to take part and undertake an interview. Braun and Clarke’s approach to thematic analysis was used to analyse the interview data. Results Three key themes of motivation were identified from the data: the attraction of nursing; the clarity nursing offers in terms of career progression; and the design of the intensive programme. Conclusions The motivations to choose a MNSc degree were deeply considered, multifaceted, and influenced by nursing role models. Students wanting to engage with a graduate entry MNSc programme did so through a reflective process of assessing their current career status and future career values. Participants in this study believed nursing would provide a secure and sustainable career path, potentially creating new horizons or possibilities beyond their previous work and life experiences. Having insight into what motivates individuals to enrol in such programmes may assist both education providers and the health sector with RN graduate recruitment and graduate entry programme enrolment.

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