scholarly journals Timing of Intravenous Therapy, Venepuncture and Cannulation Education for Nurses

2021 ◽  
Author(s):  
◽  
Bronwynne Lesley Anderson
Keyword(s):  
New Zealand ◽  
Training Programme ◽  
Education And Training ◽  
Survey Method ◽  
Health Providers ◽  
Intravenous Therapy ◽  
District Health ◽  
Research Project ◽  
Undergraduate Study ◽  
And Training

<p>Internationally it is becoming more acceptable for nurses to carry out intravenous (IV) therapy, venepuncture and cannulation. There does not appear to be consensus about when nurses should undergo this education either nationally or internationally. The aim of this research project was to try and identify when IV therapy, venepuncture and cannulation education should take place and also to identify what different District Health Boards (DHBs) and nursing schools in New Zealand consider should be included in undergraduate nursing curricula related to IV therapy, venepuncture and cannulation. An email survey method was employed, which returned 36 responses. Descriptive statistics were used to analyse these responses. This research project has utilised an exploratory descriptive approach to examine perceptions of registered nurses, who are employed in hospitals and schools of nursing, about whether nurses in New Zealand should be prepared to administer intravenous therapy, undertake venepuncture and cannulation prior to, or following, registration. Participants were asked to share their personal beliefs, thoughts and understanding about the topic. Benner's framework of Novice to Expert was used as a theoretical framework for this study. The major findings that emerged from this study were that IV therapy should be a core component of undergraduate study and that there should be a national education and training programme. There was however, no agreement about the timing of venepuncture and cannulation education and training. The findings of this study indicated that education and competency are an issue which needs to be addressed by the different health providers and associated educators. This would lead to the development of a nationally agreed framework, with agreed standards.</p>

scholarly journals Timing of Intravenous Therapy, Venepuncture and Cannulation Education for Nurses

2021 ◽  
Author(s):  
◽  
Bronwynne Lesley Anderson
Keyword(s):  
New Zealand ◽  
Training Programme ◽  
Education And Training ◽  
Survey Method ◽  
Health Providers ◽  
Intravenous Therapy ◽  
District Health ◽  
Research Project ◽  
Undergraduate Study ◽  
And Training

<p>Internationally it is becoming more acceptable for nurses to carry out intravenous (IV) therapy, venepuncture and cannulation. There does not appear to be consensus about when nurses should undergo this education either nationally or internationally. The aim of this research project was to try and identify when IV therapy, venepuncture and cannulation education should take place and also to identify what different District Health Boards (DHBs) and nursing schools in New Zealand consider should be included in undergraduate nursing curricula related to IV therapy, venepuncture and cannulation. An email survey method was employed, which returned 36 responses. Descriptive statistics were used to analyse these responses. This research project has utilised an exploratory descriptive approach to examine perceptions of registered nurses, who are employed in hospitals and schools of nursing, about whether nurses in New Zealand should be prepared to administer intravenous therapy, undertake venepuncture and cannulation prior to, or following, registration. Participants were asked to share their personal beliefs, thoughts and understanding about the topic. Benner's framework of Novice to Expert was used as a theoretical framework for this study. The major findings that emerged from this study were that IV therapy should be a core component of undergraduate study and that there should be a national education and training programme. There was however, no agreement about the timing of venepuncture and cannulation education and training. The findings of this study indicated that education and competency are an issue which needs to be addressed by the different health providers and associated educators. This would lead to the development of a nationally agreed framework, with agreed standards.</p>

scholarly journals Education and Training in the Labour Force

1970 ◽  
Author(s):  
Raewyn O'Neill
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Tertiary Education ◽  
Labour Force ◽  
Education And Training ◽  
Green Paper ◽  
Sources Of Information ◽  
Market Outcomes ◽  
Capital Development ◽  
And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

scholarly journals Educational Utopia? the New Zealand Standards Approach Considered in the Light of the German Experience in Vocational Training

2021 ◽  
Author(s):  
◽  
Peter Kappert
Keyword(s):  
New Zealand ◽  
Continuous Process ◽  
Historical Context ◽  
Compulsory Education ◽  
Education And Training ◽  
Federal Republic Of Germany ◽  
Learning And Teaching ◽  
Early Results ◽  
Role Players ◽  
And Training

<p>This thesis is concerned with both the direction and the appropriateness of the recently adopted standards-based approach in post-compulsory education and training in New Zealand, while particularly focusing on the implications this might have in formal post-school trades training. It evaluates the developments, the tenets, and the early results of the 'standards' movement within a socio-historical context and against the development of relevant policy formations and legislative changes. The central focus in this work is on the National Qualifications Framework, which is currently being developed under the auspices of the New Zealand Qualifications Authority. This outcomes-focussed model, and related government-initiatives, represent a radial shift away from established learning and teaching practices in New Zealand, a move which is not uncontested for both pedagogical and pragmatical reasons. An analysis of these developments is discussed with reference to those in apprenticeship training and policy in the Federal Republic of Germany, which includes the intention, as expressed by the major role players in the Republic, to develop an educational framework model. The principles, scope, and structure, as they relate to these framework models, are analysed from a comparative perspective, and certain points are highlighted. This thesis contends that despite fundamental divergence in training cultures and systems in the two countries, it is recognised that the common aim of the framework approaches is to improve the correspondence between the world of education and work as well as to enhance the educational pathways for students. This, it is argued, are commendable and valuable aims; not in the least because it has also the potential to bridge the 'vocational/academic' divide - an increasingly invalid division in modern-day societies. This is reflected in a strong focus in these framework models on the promotion, and implementation, of an integrated learning and teaching approach which is supported by the notion introduced by Michael Young that qualifying is a continuous process. This concept is now generally endorsed by the major role players in both Germany and New Zealand as being an important one, in that it is supportive of the macro aim of furthering national economic progress. The author, however, contends that educational, progress cannot simply be assumed because a new educational, or qualifications, framework is being introduced. Its foundation needs to be pedagogically sound and based on sufficient research while an (over)reliance on a single assessment strategy for application to all of post-compulsory education and training cannot be accepted as valid from an educational viewpoint. The thesis concludes with advocacy for more critical research into the NQF.</p>

scholarly journals Spreading of Excellence in SARNET Network on Severe Accidents: The Education and Training Programme

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Sandro Paci ◽  
Jean-Pierre Van Dorsselaere
Keyword(s):  
Nuclear Power ◽  
Power Plants ◽  
Training Programme ◽  
Education And Training ◽  
Severe Accident ◽  
Research Network ◽  
Safety Issues ◽  
Severe Accidents ◽  
Management Procedures ◽  
And Training

The SARNET2 (severe accidents Research NETwork of Excellence) project started in April 2009 for 4 years in the 7th Framework Programme (FP7) of the European Commission (EC), following a similar first project in FP6. Forty-seven organisations from 24 countries network their capacities of research in the severe accident (SA) field inside SARNET to resolve the most important remaining uncertainties and safety issues on SA in water-cooled nuclear power plants (NPPs). The network includes a large majority of the European actors involved in SA research plus a few non-European relevant ones. The “Education and Training” programme in SARNET is a series of actions foreseen in this network for the “spreading of excellence.” It is focused on raising the competence level of Master and Ph.D. students and young researchers engaged in SA research and on organizing information/training courses for NPP staff or regulatory authorities (but also for researchers) interested in SA management procedures.

scholarly journals Status of Members' Education and Training in the Co-operatives of Ilam

2015 ◽  
Vol 1 (1) ◽  
pp. 43-45
Author(s):  
Bhupal Krishna Thapa
Keyword(s):  
Academic Research ◽  
Education And Training ◽  
Survey Method ◽  
Quantitative Survey ◽  
True Path ◽  
The Status ◽  
Common Goals ◽  
Dairy Cooperatives ◽  
Professional People ◽  
And Training

Cooperative is an organization run by the similar professional people for the betterment of their socio-economic uplift with common goals in the democratic way. The success or failure of any cooperative depends upon the members' role. If the members are well educated about cooperatives and have sound knowledge of their business, it is the true path to success. The present study was conducted to explore the status of cooperative member education and training to the members by the concerned cooperative in Ilam, Nepal. The nature of the study was quantitative survey method. There were 226 cooperative members from three types of cooperatives: Savings and Credit, Tea, and Dairy cooperatives. The present study showed that the majority of the members were deprived of their basic rights of getting cooperative members’ education and training from their concerned cooperatives. Thus, the study recommends that cooperatives must requested to provide their members with education and business oriented training.Journal of Advanced Academic Research Vol.1(1) 2014: 43-45

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