scholarly journals An Exploration of the Preparation of New Zealand Nurse Educators for their Role in Teaching Postgraduate Clinical Nursing Courses

2021 ◽  
Author(s):  
◽  
Mary Helen Skally
Keyword(s):  
New Zealand ◽  
Conceptual Framework ◽  
Clinical Training ◽  
Nurse Educators ◽  
Survey Methodology ◽  
Nurse Educator ◽  
Highly Qualified ◽  
Educator Preparation ◽  
Clinical Nursing ◽  
Parametric Testing

<p>Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was my assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. The Statistical Package for Social Sciences (SPSS Version 12) was used to analyse the data, and descriptive statistics along with non-parametric testing was undertaken. There were three open-ended questions included in the questionnaire and these were analysed thematically. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand.</p>

scholarly journals An Exploration of the Preparation of New Zealand Nurse Educators for their Role in Teaching Postgraduate Clinical Nursing Courses

2021 ◽  
Author(s):  
◽  
Mary Helen Skally
Keyword(s):  
New Zealand ◽  
Conceptual Framework ◽  
Clinical Training ◽  
Nurse Educators ◽  
Survey Methodology ◽  
Nurse Educator ◽  
Highly Qualified ◽  
Educator Preparation ◽  
Clinical Nursing ◽  
Parametric Testing

<p>Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was my assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. The Statistical Package for Social Sciences (SPSS Version 12) was used to analyse the data, and descriptive statistics along with non-parametric testing was undertaken. There were three open-ended questions included in the questionnaire and these were analysed thematically. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand.</p>

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

Researching moral distress among New Zealand nurses

2014 ◽  
Vol 22 (1) ◽  
pp. 117-130 ◽  
Author(s):  
Martin Woods ◽  
Vivien Rodgers ◽  
Andy Towers ◽  
Steven La Grow
Keyword(s):  
New Zealand ◽  
Nurse Educators ◽  
Moral Distress ◽  
Response Rate ◽  
Ethical Considerations ◽  
Optimal Care ◽  
Adequate Response ◽  
Human Ethics ◽  
Distress Scale ◽  
Service Managers

Background: Moral distress has been described as a major problem for the nursing profession, and in recent years, a considerable amount of research has been undertaken to examine its causes and effects. However, few research projects have been performed that examined the moral distress of an entire nation’s nurses, as this particular study does. Aim/objective: The purpose of this study was to determine the frequency and intensity of moral distress experienced by registered nurses in New Zealand. Research design: The research involved the use of a mainly quantitative approach supported by a slightly modified version of a survey based on the Moral Distress Scale–Revised. Participants and research context: In total, 1500 questionnaires were sent out at random to nurses working in general areas around New Zealand and 412 were returned, giving an adequate response rate of 27%. Ethical considerations: The project was evaluated and judged to be low risk and recorded as such on 22 February 2011 via the auspices of the Massey University Human Ethics Committee. Findings: Results indicate that the most frequent situations to cause nursing distress were (a) having to provide less than optimal care due to management decisions, (b) seeing patient care suffer due to lack of provider continuity and (c) working with others who are less than competent. The most distressing experiences resulted from (a) working with others who are unsafe or incompetent, (b) witnessing diminished care due to poor communication and (c) watching patients suffer due to a lack of provider continuity. Of the respondents, 48% reported having considered leaving their position due to the moral distress. Conclusion: The results imply that moral distress in nursing remains a highly significant and pertinent issue that requires greater consideration by health service managers, policymakers and nurse educators.

scholarly journals Alternative methods for clinical nursing assessment and evaluation

2001 ◽  
Vol 6 (3) ◽  
pp. 18-30
Author(s):  
M M Chabeli
Keyword(s):  
Clinical Evaluation ◽  
Full Text ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Alternative Methods ◽  
Nursing Assessment ◽  
Assessment And Evaluation ◽  
Clinical Nursing ◽  
Made In

The recommendations made in the article on nurse educators’ perceptions of OSCE as a clinical evaluation method (Chabeli, 2001:84-91) are addressed in this article.OpsommingIn hierdie artikel word daar gefokus op die aanbevelings wat gedoen is met betrekking tot die persepsies van verpleeg- opvoedkundiges ten opsigte van die OGKE as ‘n kliniese evalueringsmetode (Chabeli, 2001:84-91). *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals Die bestuur van didaktiese steunstelsels aan ‘n verplegingskollege

Curationis ◽  
1998 ◽  
Vol 21 (2) ◽  
Author(s):  
A. Pullen ◽  
A.C. Botes
Keyword(s):  
Conceptual Framework ◽  
Support Systems ◽  
Time Frame ◽  
Nurse Educator ◽  
Direct Influence ◽  
Current Time ◽  
Nursing College ◽  
Point Of Departure

The learning accompanists (nurse educator), in the didactic situation within the context of a nursing college, is midst a process of transformation. This transformation has a direct influence on the learning accompanists didactic role fulfilment. Didactic support systems enables the learning accompanist to fulfil her/his didactic role. These didactic support systems should be managed during the process of transformation, in such a way that it enables the learning accompanist to fulfil her/his didactic role. A new creative approach to the management of the didactic situation is necessary. The goal of this study was to describe guidelines for the management of didactic support systems, at a nursing college, to enable the learning accompanist to fulfil her/his didactic role. An inductive, qualitative, contextual, exploring, descriptive strategy was used to reach the goal of the study. No explicit conceptual framework was used as point of departure. Because the participants are midst a process of transformation, their knowledge and experience was used as source of data, as they can express their needs and views the best. The goal of this study was reached by setting four objectives. The uniqueness of the study lies in the relevance within the current time frame context and that it expresses the needs of the learner accompanists and the views of the managers at a nursing college. An abundance of possibilities for further research was created.

scholarly journals Spaces of Wellbeing; A Framework for Tertiary Environments

2021 ◽  
Author(s):  
◽  
Tessa Lynch
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
New Zealand ◽  
Conceptual Framework ◽  
Real Life ◽  
Mental Illnesses ◽  
Real Problem ◽  
Architectural Theory ◽  
Health And Wellbeing ◽  
Maori Health

<p>Generally, one in five New Zealanders experience mental illness. Majority of lifelong mental illnesses begin before the age of 25, presenting a real problem for youth. In 2018, young people of New Zealand called for more help as they rallied outside parliament. The government responded by allocating more money towards student mental health. Yet, employing more counsellors, which is necessary, is not the only way to contribute to an urgent need for a new approach towards supporting mental health and wellbeing.   This research portfolio responded to this complex situation by developing ‘a guide’ for the design of tertiary spaces supportive of wellbeing. One of the most important goals of this work was to align the research closely with user needs and views, therefore research methods involved including students views in more than one phase of development. The work draws on evidence based design, geography, health and architectural theory and the existing wellbeing knowledge. Engagement with the users, observation, experiments and real life interventions were critical in refining a conceptual framework which kept the users at the centre of the process. The outcome of this research was a resource to guide the design of tertiary space for wellbeing, using five intervention points, which could have a positive effect on the student wellbeing if implemented as a system.  New Zealand must shift the current model of mental health care towards more holistic understandings of health, which better incorporates Māori health and wellbeing. Despite New Zealand’s bicultural values, Māori experience significantly higher rates of mental illness. This prompted to design with the same understandings of hauora (health). As a result, the conceptual framework presented a multi-dimensional, interconnected understanding of wellbeing through an integrated framework exploring physical, cultural, social, learning and spiritual environments.   While it is acknowledged that environments can affect our mental health, this is an under researched field requiring motivation to stimulate discussion and change. This research advocates wellbeing as a central focus in the design of our built environments and explores the opportunity for architecture to facilitate our student and national wellbeing goals.</p>

scholarly journals A Conceptual Framework for the New Zealand Tort of Intrusion

2016 ◽  
Vol 47 (2) ◽  
pp. 283 ◽  
Author(s):  
Nicole A Moreham
Keyword(s):  
New Zealand ◽  
Conceptual Framework ◽  
Common Law ◽  
Starting Point

This article examines the desirable scope of the New Zealand tort of intrusion into seclusion. It begins by developing a six-part taxonomy of common law privacy interests and then, using that taxonomy as its starting point, asks which privacy interests the New Zealand intrusion tort should cover. It argues that although the intrusion tort is a very welcome addition to New Zealand common law, it is important that its parameters are clearly delineated. The best way to achieve that, it is suggested, is by recognising that unwarranted listening, watching or recording of private activities is the gravamen of the new tort. 

scholarly journals Capacity building in nurse educators in a Global Leadership Mentoring Community

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Dorette Sugg Welk ◽  
Ellen B. Buckner ◽  
Beth Desaretz Chiatti ◽  
Salima Farooq ◽  
Claudia K. Y. Lai ◽  
...  
Keyword(s):  
Nurse Educators ◽  
Global Leadership ◽  
Nurse Educator ◽  
Mentoring Relationships ◽  
Main Role ◽  
Key Characteristics ◽  
Global Presence ◽  
Leadership Mentoring ◽  
One Year ◽  
International Interactions

Abstract Globally, nurse educators participate in the three main role activities of teaching, scholarship, and service. Matching for different global locations and career stages, 12 mentor–mentee pairs completed a one-year coordinated virtual program through Sigma Theta Tau International’s Global Leadership Mentoring Community and mentees reported building their nurse educator capacities. The authors describe factors that potentially influence international mentoring such as language, time, technology, and key characteristics of mentoring relationships. Growth in educator roles occurred in the contexts of the culture of academe itself and Boyer’s definitions of scholarship. Consistent with Sigma’s vision statement, nurse educators have a global presence and responsibility to prepare competent nurses who can advance the health of the world’s people. Readers may benefit for future planning of mentoring activities to build capacities in nurse educator roles through international interactions.

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