Nursing Research

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    What is good practice in aged healthcare provision? A literature review of international studies informed by cultural context: Volume I: The Aotearoa New Zealand perspective : Executive summary
    (Te Pūkenga / Toi Ohomai Institute of Technology, 2021-09-01) Honeyfield, Judith; Fraser, Cath; White , Mary
    What do nursing and healthcare students need to know, and to be, to provide exemplary services to older people? The global rise in longevity means that this demographic is making a growing demand on the health sector, yet specialist training in aged healthcare attracts fewer applicants than almost any other area (Gawande, 2014), and “personnel to meet the demand is not projected to keep pace” (King et al., 2011, p. 9). In Aotearoa New Zealand we too face this challenge – but we can also make a significant contribution to the discussion, drawing on an environment which promotes health, physical activity and wellbeing, and our unique bicultural heritage which blends indigenous and western perspectives to how we respect and support older people. Identifying and sharing good practice in aged healthcare provision and education is the very heart of this project. In 2019, Toi Ohomai Institute of Technology formed a partnership with Chinese higher education providers to progress teaching, learning and research collaborations related to aged healthcare. The long-term objective is to inform higher education programme development, training and qualifications which draw on the cultural contexts of both sets of international partners. The Sino-New Zealand Aged Healthcare Association (SNZAH) currently has 15 New Zealand members including academic staff, medical and healthcare practitioners, and aged care professionals. Chinese universities and technical institutes who have, or wish to join the Association include Chengdu University, China Medical University, Jinjiang College (part of Sichuan University) and Peking University.
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    What is good practice in aged healthcare provision? A literature review of international studies informed by cultural context: Volume I: The Aotearoa New Zealand perspective.
    (Te Pūkenga / Toi Ohomai Institute of Technology, 2021-09-01) Honeyfield, Judith; Fraser, Cath; White, Mary
    What do nursing and healthcare students need to know, and to be, to provide exemplary services to older people? The global rise in longevity means that this demographic is making a growing demand on the health sector, yet specialist training in aged healthcare attracts fewer applicants than almost any other area (Gawande, 2014), and “personnel to meet the demand is not projected to keep pace” (King et al., 2011, p. 9). In Aotearoa New Zealand we too face this challenge – but we can also make a significant contribution to the discussion, drawing on an environment which promotes health, physical activity and wellbeing, and our unique bicultural heritage which blends indigenous and western perspectives to how we respect and support older people. Identifying and sharing good practice in aged healthcare provision and education is the very heart of this project. In 2019, Toi Ohomai Institute of Technology formed a partnership with Chinese higher education providers to progress teaching, learning and research collaborations related to aged healthcare. The long-term objective is to inform higher education programme development, training and qualifications which draw on the cultural contexts of both sets of international partners. The Sino-New Zealand Aged Healthcare Association (SNZAH) currently has 15 New Zealand members including academic staff, medical and healthcare practitioners, and aged care professionals. Chinese universities and technical institutes who have, or wish to join the Association include Chengdu University, China Medical University, Jinjiang College (part of Sichuan University) and Peking University.
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    "One of us": Exploring the Nurse Practitioner role within a surgical hospital in New Zealand
    (International Council of Nurses, 2021) Sadd, Roseanne; Cooke, Kirstie
    BACKGROUND: Today’s health sector faces the challenge of providing high quality care within the constraints of increasing costs and reducing resources. Patient and consultant expectations have grown, exposing a need for advanced nursing skills and care in an environment where, in most small to medium sized private hospitals, nurses are often the only clinical staff on site. To meet these challenges our private surgical hospital introduced Nurse Practitioners (NP's). While informal feedback from patients and consultants has confirmed that the role is highly beneficial, there has been no formal review on the implementation or effectiveness of the role. PURPOSE: The aim of this research is to explore the Nurse Practitioner role within the private hospital by providing a description of NP role; identifying the impact on pre and postoperative care; and by identifying how the NP provides leadership in their role. METHODS: We used a mixed methods approach where data was collected concurrently and analysed separately. Quantitative data was collected through a patient satisfaction survey and nurse practitioner activity log. Qualitative data was collected through semi-structured focus groups and interviews involving management, nurses and consultant doctors. KEY LEARNING OR RESULTS: Initial findings and themes that have emerged indicate the NP is an integral part of the patient journey. The NP provides timely assessment and intervention and often acts as an interface between patients, family, registered nurses and specialist doctors. The nurse practitioner is seen by ward nurses as “one of us”, with management and doctors indicating they feel “secure’ knowing that a NP is in attendance when they may not be there. CONCLUSION: This presentation will present final findings once data has been fully analysed and triangulated. SIGNIFICANCE: The research has the potential to influence the development of similar NP roles within the private healthcare setting.
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    Ethical Considerations of Replacing Clinical Hours with Simulation in Undergraduate Nursing Education: Means to an End, or an End in Itself?
    (SAGE, 2023) Sadd, Roseanne
    In the current health-care environment, undergraduate nursing programs are expected to provide high-quality clinical experiences for students despite increasing difficulty accessing clinical placements. Expectations for newly graduated nurses have increased in the last few years, with an emphasis on “work-ready” graduates. At the same time, the availability of a variety of clinical practicum placements has decreased in some areas, increasing the difficulty of meeting the increasing numbers of nursing students required for future workforce planning, a situation exacerbated by the ongoing COVID-19 global pandemic. Nursing educators are caught between industry requirements for clinically prepared students and the regulatory requirements of their educational institutions. One solution being espoused internationally is substituting simulation for clinical practicum hours. Simulation offers many advantages, especially for patient safety, providing students with opportunities to link theory to practice in a controlled environment. This article discusses the ethical considerations of substituting simulation for clinical hours in undergraduate nursing education. Is this substitution justified as a means to an end or an end in itself?
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    Exploring the role of virtual simulation gaming in reducing physical examination anxiety for undergraduate nurses
    (Unitec ePress, 2023) Sadd, Roseanne
    Simulated objective structured clinical examination (OSCE) assessments have traditionally evoked high levels of anxiety for students, both when learning the scenarios in face-to-face simulations and when undertaking the actual OSCE assessment. Virtual simulation gaming (VSG) is an identified method of preparation for simulation that may reduce performance anxiety for students undertaking OSCE assessment. This quantitative exploratory research utilised established satisfaction and anxiety/confidence scales to explore the impact of VSG on student perceptions of simulation experiences, anxiety and self-confidence in clinical decision-making. Summative OSCE assessments were conducted in two cohorts before an inpatient and ambulatory care clinical practicum. Cohort one undertook their summative OSCE assessment immediately following the initial teaching, with the second cohort completing a mental health and addictions clinical practicum before their summative OSCE. Descriptive and inferential statistics were used to examine the relationships between simulation satisfaction, students’ perceived anxiety, and confidence with clinical decision-making. Self-reported satisfaction with simulation levels were high and improved over subsequent simulations. Results showed that although the second cohort demonstrated higher levels of confidence in clinical decision-making, there was no significant difference in anxiety levels between the two cohorts. This suggests that OSCE-related anxiety is situational rather than directly related to self-confidence. Anxiety was reported by most students following summative OSCEs despite the introduction of VSGs in pre-OSCE clinical simulation preparation. Even though they had high satisfaction with the simulation experience and reported feeling confident, this did not allay student anxiety. Overall, the study did not identify any measurable factors that would indicate which students would score high in self-confidence and/or anxiety. While it was not possible to directly attribute high levels of self-confidence to the introduction of VSGs, student satisfaction with simulation and clinical learning that included VSGs was high, indicating the positive effect on learning.