scholarly journals Clinical Nurse Leaders Within a New Zealand Setting: the Culture of Business and the Profession of Nursing

2021 ◽  
Author(s):  
◽  
Suzanne Mary Frances Gardner

<p>This thesis reports on an action research project undertaken to explore the role of the Clinical Nurse leader (CNL) in a District Health Board (DHB) in New Zealand. The CNL role has evolved against a backdrop of significant reforms that took place in the country in the 1990s. These reforms altered how public health services were funded, organised and delivered. Nursing leadership positions at both executive and clinical level were challenged in the reforms, as health services were expected to function using a market model. Not surprisingly, this clashed with the humanism of nursing. The action research project involved seven CNLs researching with the principal investigator to explore the role and establish how support afforded the role could be further improved. The research had two phases: Phase One involved each CNL being interviewed one-on-one and Phase Two involved a series of 10 action research meetings and related activities. The findings of the interviews consisted of 24 themes that related to the role of the CNL, the attributes of the CNL, the skills and knowledge requirements of the CNL, and the experience of being a CNL. These themes were presented by the principal researcher at the second action research meeting as the starting point for the group to decide its agenda. After three meetings, the group chose to focus on two themes: the conflict experienced between the leadership and management aspects of the role; and professional development afforded the role. The group identified what was important, agreeing the role was one of leadership and management as well as patient care. Plans for role development for themselves and for the advancement of new CNLs were also created. The project provides an important contribution to our understanding of the work of the CNL. Not only did it produce outcomes related to role, support and scope but it also shed light on the importance of the relationship between the role and its context of the DHB. The culture of business and the profession of nursing and a shared understanding of responsibilities as a way forward were recommended.</p>

2021 ◽  
Author(s):  
◽  
Suzanne Mary Frances Gardner

<p>This thesis reports on an action research project undertaken to explore the role of the Clinical Nurse leader (CNL) in a District Health Board (DHB) in New Zealand. The CNL role has evolved against a backdrop of significant reforms that took place in the country in the 1990s. These reforms altered how public health services were funded, organised and delivered. Nursing leadership positions at both executive and clinical level were challenged in the reforms, as health services were expected to function using a market model. Not surprisingly, this clashed with the humanism of nursing. The action research project involved seven CNLs researching with the principal investigator to explore the role and establish how support afforded the role could be further improved. The research had two phases: Phase One involved each CNL being interviewed one-on-one and Phase Two involved a series of 10 action research meetings and related activities. The findings of the interviews consisted of 24 themes that related to the role of the CNL, the attributes of the CNL, the skills and knowledge requirements of the CNL, and the experience of being a CNL. These themes were presented by the principal researcher at the second action research meeting as the starting point for the group to decide its agenda. After three meetings, the group chose to focus on two themes: the conflict experienced between the leadership and management aspects of the role; and professional development afforded the role. The group identified what was important, agreeing the role was one of leadership and management as well as patient care. Plans for role development for themselves and for the advancement of new CNLs were also created. The project provides an important contribution to our understanding of the work of the CNL. Not only did it produce outcomes related to role, support and scope but it also shed light on the importance of the relationship between the role and its context of the DHB. The culture of business and the profession of nursing and a shared understanding of responsibilities as a way forward were recommended.</p>


KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Famke van Lieshout ◽  
Gaby Jacobs ◽  
Shaun Cardiff

Action research in lifestyle research is no sinecure. Response to Kromme et al.: ‘Changing together is learning together’, a participatory action research project This is a reply to the contribution entitled: ‘Learning together is changing together: A participatory action research project on the role of the internist in promoting a healthy lifestyle’. Here the authors highlight the complexity of facilitating participatory action research (PAR) in a clinical practice setting and reflect on the first three stages of their research through eight principles that could guide PAR, as described by Van Lieshout et al. (2017). As we developed these principles, we explain the principles of participation, reflexivity, contextuality and transformation in greater detail in relation to the context of this study. The authors made suggestions to change the five-phased model of PAR to get a better grip on the process. The authors rightly highlighted some limitations in the labeling of some phases. However, it is the reflexivity on the multiple perspectives that facilitators encounter and the relationships they engage with during the process, as well as acknowledging the iterative process of PAR, which needs to be embraced and experienced during the entire process of study.


Author(s):  
Kitt Lyngsnes

This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.


2017 ◽  
Vol 45 (2) ◽  
pp. 134-148
Author(s):  
El-Shadan Tautolo ◽  
Wendy Wrapson ◽  
Janis Paterson ◽  
Valerie Wright-St Clair ◽  
Stephen Neville ◽  
...  

2016 ◽  
Vol 2 (1) ◽  
pp. 1238609 ◽  
Author(s):  
Caroline Claussen ◽  
Lana Wells ◽  
Deinera Exner-Cortens ◽  
Rida Abboud ◽  
Alina Turner ◽  
...  

2021 ◽  
Author(s):  
◽  
Donna Michelle Voice

<p>Distillation is used to extract and reveal essential oils and essences. Action research is a methodology that enables distillation of nurses' experiences, to reveal previously unseen elements and essences of nursing care, to identify issues and to extract tangible change or action outcomes. This modified action research inquiry focused on the everyday, palliative care practice experiences of a group of district nurses. The intent was to develop an understanding of common issues of concern for this group of district nurses when providing palliative home care in a specific community context and to implement practical, achievable strategies in response to these local issues. Five district nurses identified four broad areas for action through four praxis group meetings and comprising one full cycle. These four areas have been named as methods of enhancing support for people and families, possibilities for creatively managing workloads, mechanisms to enrich working partnership with other palliative care providers and possible vehicles for supporting nurses' self care. Implementation of action from this action research project focused on enhancing care and outcomes for people and family served by this group of district nurses in their local community. This study illuminates everyday essences of the district nurse role and the elements articulated by this group in supporting their practice in one New Zealand community. This study also reveals some of the tensions and messiness when employing an action research methodology with nurses in the workplace. This research focused on a little known area (palliative care delivered by district nurses in New Zealand) in a local community (a culturally vibrant and ethnically diverse yet with poor health and socioeconomic statistics). It has resonance with other nurses, particularly those working in community settings who may experience similar issues and concerns. This research also offers important insights for nurses working in any practice setting, with a desire to unpick and distill local issues they encounter - to take action and make a difference.</p>


2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Nicolas Khatmi ◽  
David Michels ◽  
Daniela Rojas Castro ◽  
Perrine Roux

Abstract Background The effectiveness of collaborative approaches in health interventions is underlined in the literature. Given the serious challenges to adequately managing the HCV epidemic in people who inject drugs (PWID), and the need to improve existing harm reduction (HR) interventions in this population, it seems important to investigate how collaboration between stakeholders is ensured in action research interventions. The present study aimed to explore interactions between outreach workers and research officers collaborating in the implementation of an action research project for PWID entitled OUTSIDER. Methods Using three focus groups, we studied the views of 24 outreach workers involved in the implementation and evaluation of a harm reduction educational intervention to help PWID inject more safely in off-site settings. Results The analysis of participants’ discourses highlighted the mixed perceptions they had about OUTSIDER. Several limitations to collaboration emerged. Epistemological (theoretical vs. practical knowledge), methodological (science vs. intervention), axiological (standardised vs. adapted approach), and material (mobilised vs. available resources) issues all placed a burden on the outreach worker–research officer relationship. Outreach workers’ acceptance of the project’s intervention dimension but rejection of its scientific dimension highlights a lack of contractualisation between the stakeholders involved, and a more general problematisation of the role of outreach workers in implementing action research in HR. How collaboration was perceived and practised by outreach workers participating in OUTSIDER can be considered a reflection of the current challenges to implementing action research in HR. Conclusion This study of the interaction between the research and implementation dimensions of an action research project explored the tensions between different intervention stakeholders that must work together. Equitable participation and integration of the expertise, practices, and knowledge of all stakeholders involved is essential for successful action research. Given current HCV epidemiological challenges, new forms of cooperation are needed when developing healthcare services and when strengthening collaborative approaches.


e-TEALS ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 40-69
Author(s):  
Carla Ulisses ◽  
Nic Hurst

Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.


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