Subject(s)
Fractures, Bone/nursing , Patella/injuries , Patella/surgery , Female , Humans , Middle Aged , New ZealandABSTRACT
PURPOSE: Prescriptive authority in the area of mental health care is significantly different between New Zealand and the United Kingdom. Exploring the educational preparation and context differences aids understanding of the present dearth of mental health nurse prescribers in New Zealand. CONCLUSIONS: The barriers experienced in implementation and extension of prescribing rights have been similar in both countries. PRACTICE IMPLICATIONS: Until roles change, registered nurses in New Zealand may be reluctant to undertake the challenging and demanding step to gain prescribing rights. The potential for nurses to make a difference in the lives of people with mental illness in New Zealand is therefore constrained.
Subject(s)
Internationality , Nurse Practitioners/education , Prescriptions/nursing , Psychiatric Nursing/education , Attitude of Health Personnel , Curriculum , Humans , New Zealand , Nurse's Role , Physician-Nurse Relations , United KingdomSubject(s)
Attitude of Health Personnel , Faculty, Nursing/organization & administration , Health Services Needs and Demand , Nurse's Role , Adult , Cultural Competency , Education, Nursing, Baccalaureate/organization & administration , Female , Humans , Male , Middle Aged , Nursing Education Research , Professional Competence/standardsABSTRACT
In the process of introducing a new disability unit into an undergraduate nursing curriculum in a New Zealand educational setting, the opportunity arose to conduct a small study comparing the attitudes of student nurses towards people with disabilities. This paper discusses the literature reviewed, which formed the basis for the study. A range of perspectives and research was identified that explored societal and nurses' attitudes, disability studies in undergraduate nursing curricula, the impact of nurses' attitudes on patient care, and interventions for changing those attitudes. Effective nursing care can be severely compromised through negative attitudes, and concerns are expressed at the lack of attention given to this issue in nursing curricula generally. The literature showed that combining educational approaches with opportunities for student nurses to interact with disabled people provides the most effective means for student nurses to develop positive attitudes towards disabled people. The goal for nurse educators is to ensure the inclusion of disability studies as a core component in undergraduate nursing education.
Subject(s)
Attitude of Health Personnel , Disabled Persons , Education, Nursing , Nurse-Patient Relations , Prejudice , Curriculum , Humans , New ZealandABSTRACT
Through improved technology and treatment and ongoing de-institutionalisation, nurses will encounter growing numbers of people with disabilities in the New Zealand community and hospitals. Quality of nursing care is influenced by attitude and this study was to evaluate the effect of a curriculum change on the attitudes of two different streams of student nurses towards people with disabilities. During the year 2002 a focused disability unit was introduced to the revised undergraduate nursing curriculum of a major educational institution in New Zealand. The opportunity arose to consider student nurses' attitudes toward disabled people, comparing two streams of students undertaking two different curricula. A convenience sample of students completed the attitudes toward disabled persons questionnaire form B (Yuker, H.E., Block, J.R., Younng, J.H., 1970. The Measurement of Attitudes Toward Disabled Persons. INA Mend Institute, New York), prior to and on completion of their relevant disability unit. No statistically significant difference in scores was demonstrated. A number of possible reasons for this are suggested.
