Nicole Coombs

501 Defluffing the ‘fluffy’ subjects: A theoretical nursing course conversion for undergraduates


This presentation demonstrates one way that has successfully ‘defluffed’ what could have once been considered a ‘fluffy’ subject by undergraduate nursing students – often considered less appealing or of less value compared to the clinical courses within their nursing degree.


In 2016, staff at the Federation University Australia, using a new Blended Online and Digital (BOLD) curriculum,   transformed the 1st year Determinants of Health course. Teaching practices changed using the new BOLD principles, including flipped classrooms, active learning sessions and a flexible student delivery mode, as well as the introduction of regular fieldwork practicum and associated assessment tasks. Student engagement and participation in this course was rejuvenated. Students were able to apply the theoretical knowledge, from both face to face teaching and the online content, to practical tasks and assessments such as, completing foot surveys and interpreting real epidemiological data from their own communities, allowing them to see their learning in real terms. This learning scaffolds into the 2nd year Health Promotion and Illness Prevention course.

Student feedback showed the change in course delivery was well received, identified what students wanted to achieve from this foundational nursing knowledge, and how they want to see it applied for assessment. Overall, the transformation has been a joint adventure for both students and teachers, which has hopefully given this traditionally ‘fluffy’ theoretical subject a new and exciting life in undergraduate nursing education.

Key words: ‘fluffy’ subjects, fieldwork, BOLD (blended online and digital), undervalued theory

Christine Wilkinson

1201 Clients are our most important textbook and our best mentors


The purpose of this presentation is to convey the important part that our clients (or patients) play in our learning opportunities.  After all, they are the experts on their lives and able to provide the most accurate feedback regarding what interventions have best supported their recovery.


When working in the field of complex psychological trauma, it can be difficult to ascertain the best treatment for the client.  The general approach is to treat the presenting issues with a range of modalities that are individually suited to the client.   Missing the mark with treatment approaches is both frustrating for the clinician (nurse or student) and the client. Promoting attunement of the clinician to the client’s verbal and non-verbal feedback, and the development of a self-reflective capacity, are powerful learning paths that benefit both clinician and client.


Allowing the process of being “mentored” by the client and viewing their offerings as adding to our “textbook” of knowledge and working experience, is both honouring for the client and very effective for our learning and skill acquisition.  The client feedback can take many forms, written, verbal or observational.  Taking time to collect this information provides knowledge and future frameworks for supports and treatments.


Connecting the learning opportunities between clients and clinicians is a valuable experience and provides a place of learning beyond our other textbooks and mentors.

Key words: self-reflective capacity; complex trauma; learning opportunities.

Shannon Bakon – Poster Teaser

Verbal nursing handovers: An integrative review of the different models available


The handover of information is a key nursing responsibility that ensures patient outcomes through continuity of care. Inadequate handovers are recognised as an opportunity for miscommunication that may lead to adverse health outcomes. There are many processes available to assist with the standardisation and conveyance of this information as this process is widely recognised as an opening for error that may compromise patient safety.

To explore the literature surrounding the different types of handover models available and their efficiency in improving handover communication practice.

Review Methods

This paper was an integrative literature review that employed an inductive exploratory design. A computerised database search was employed including CINAHL, PubMed and Science Direct and a manual citation search with included papers limited to papers published 2005-2016, in English with full text freely available. This included a systematic search strategy, a critical appraisal of the papers utilising the Critical Appraisal Skills Programme, an inductive data extraction and thematic analysis.


Fifteen papers were included in this review. The results detailed that there are various handover models in use, yet there is no evidence that any one model is superior to another or that any one model can be utilised generically in most health care settings.


More research is warranted to determine if any of the stated tools are able to be generically applied or adapted to several different acute settings.

Key words: Communication; Framework; Handover; Hand off; Nurse.

Cath Tuohy & Sandra Jones – Poster Teaser

Strategies for supporting staff to facilitate immersive simulation into an undergraduate nursing degree programme.

Background and Aim
The Nursing Council of New Zealand (NCNZ) require undergraduate nursing programmes to include simulation in their curricula. Simulation experiences enhance confidence and competence in clinical skills, and encourage critical thinking and the exercising of clinical judgement, with immersive simulation being designed to present a clinical scenario as true and close to reality.

There is a growing use of simulation as a learning strategy here at Whitireia NZ which reflects a widespread trend in undergraduate nursing education both in Aotearoa New Zealand and internationally.

The tutorial team in the BN programme at Whitireia NZ is made up of a diverse team of educators with different clinical backgrounds. All are confident to some degree in working with students in simulated scenarios. However, the implementation of medium fidelity immersive simulation into the second year of the programme in 2015 generated some unease and a discussion about faculty readiness and confidence in running the immersive sessions. This informed our research aim.

This research takes an appreciative enquiry (AI) approach, informed by the action research cycle. AI is underpinned by the notion that solutions to challenges are already held by people within the organisation. The use of focus groups has produced qualitative data that has been thematically analysed by the researchers.

This is currently in the analysis stage.  Research findings will be presented at conference.

Key words: Simulation; technology; support; appreciative inquiry research; transition

Cassie Carstensen – Poster Teaser

Reflecting on yourself in health research: Utilising auto ethnography to describe life with severe allergies

Auto ethnography as a methodological approach has been under-utilised in health research. However, because of the way the researcher engages in the overall process, it provides a much deeper understanding of the research area. Written auto ethnographic accounts can be highly engaging to read. This presentation discusses the ways a qualitative auto ethnographic research methodology can be utilised to engage with health practitioners whilst informing them about the research. It draws upon a study that explored the experience of raising a child in New Zealand with severe allergies. This research focused on the impact on the family written from the perspective of the child’s mother, who is also a nurse and nurse educator.

The aim behind using this methodology is that the researcher will convey knowledge from a personal perspective, increasing understanding and becoming a catalyst for further conversations about the subject matter.

Utilising this methodology, the researcher was able to describe in detail the day-to-day life of a whanau living with severe allergies and to make recommendations in terms of how health services can enhance the daily life of those living with allergies. This presentation recommends ways that health educators can use auto ethnography as a relevant approach to health research.

The methodology of auto ethnography allows researchers to look back as they move forward, and this study recommends it as a valid and useful research approach for the health sector.

Key words: auto ethnography, personal narrative, allergies

Chelsea Willmott – Poster Teaser

Why do nurses like to eat their young? Are educators contributing to the phenomenon?


This presentation will provide attendees with thought provoking dialogue and challenge assumptions that are based within the reality of nursing culture and horizontal violence. It aims to deliver a perspective beyond the current research, which largely focuses on the prevalence of this phenomenon.


A sociological, anthropological and psychological lens will be used to deconstruct nurse on nurse behaviour and pull apart some of the truths that exist within the workplace and education sector. Throughout the discussion, personal accounts will be injected which are from a variety of contexts and sources and the audience will be invited to interact and share. We will look at the cycle of horizontal violence, debate varying explanations for its existence and question why this culture remains despite nonviolence policies integrated within many NZ DHB’s and educational institutions. Finally, the discussion will conclude with cognitive rehearsal techniques, concepts to support colleagues, students and oneself, reflective inquiry and the importance of self-care strategies.

Above all, this presentation will be a fresh take on this topic, and intends to make an impact.

Key words: self reflection, professional power, horizontal violence, student nurse

Linda Christian – Poster Teaser

Shining light on spiritual care

Spiritual care is not well practiced within New Zealand and this is consistent with international experience. This presentation attempts to shine some light on spiritual care and encourage reflection on how and why it should be addressed in an increasingly ‘technical and science focused’ undergraduate nursing curricula.

A fundamental premise of nursing is its commitment to holistic care, and it is argued that at the centre of holistic care is spiritual care. The nursing profession has a professional and ethical responsibility to ensure that holistic care and compassion grounds practice transpire.  Especially in light of an increasingly complex healthcare environment, a well-documented ageing population, increasing incidence of chronic illness, disability and changing expectations of healthcare consumers.

Spirituality is an ancient concept and has received much attention internationally. However, review of literature suggests that there remain common barriers to consistent practice of spiritual care, including lack of an accepted definition of spirituality, attitudinal objections, lack of education and little consensus about teaching. Despite these documented barriers, it is also apparent there is a groundswell of awareness of its value and importance to contemporary patient care. Without attending to spiritual care, are we truly delivering holistic care?

Future nurses must meet the changing needs of our communities and skills – genuine spiritual care is one avenue that can help to ensure compassionate, holistic care. As educators, we should reflect on our own attitudes and practices towards how we prepare students to attend to spiritual care.

Key words:

Dayna Hollings, Michelle Evans & Tania Lurcu – Poster Teaser

Preceptors by design – developing and supporting preceptors of new graduate nurses


The purpose of this presentation is to share the journey of an improvement initiative to develop preceptors’ skills and knowledge to effectively support new graduate transition to practice. The development of our learner-centred workshops will be explained, including content, approach and suggestions for future development opportunities.


The transition of new graduate nurses requires supportive structures, appropriate feedback, positive learning environments and prepared preceptors. The evaluations of the new graduate experience highlighted areas for improvement in the delivery of ongoing support throughout their first year of practice. We developed an interactive workshop, based on adult learning principles to provide preceptors with the knowledge, skills and resources in an interactive, educational and supportive environment. The workshop was facilitated to meet the needs of preceptors of new graduates from a range of clinical areas within the DHB.


Participants’ feedback positively highlighted their need to interact and debrief in a supportive environment, as well as their dedication to provide the necessary support for new graduates. Workshop evaluations have led to the initial 4-hour session being extended to an 8-hour day, with content adapted to meet the learning needs at the time.


When feedback from new graduate nurses identifies areas of their orientation that could be improved, look at the preceptors first. Arm them with the skills, knowledge and resources to successfully support the development of our future workforce!

Key words: Preceptors; new graduate nurse transition; interactive workshop.

Claire Minton – Poster Teaser

Fundamental cares as the platform for all care: A challenge for nurse educators


There is a growing concern within the international literature that fundamental cares, described as physical, psychosocial and relational needs, are being neglected, resulting in a failure to provide respectful patient-centred care. This is an important issue for nursing education. Fundamental cares (as skills/tasks) are generally taught early in undergraduate nursing degrees. Students transition throughout their nursing degree, and are continually subjected to influences, particularly within the acute care context that hinder their ability to incorporate fundamental cares – the platform upon which all care is based.


The curative focus of the biomedical model continues to influence nursing education about acute care.  In practice, evolving technology and specialised knowledge and skills are often prioritised over fundamental care, meaning there is less time to comfort and listen to patients’ concerns.


With emphasis on the ‘physical body’, nursing students learn how to work ‘on the body’ through medicine, science and practice, whereas fundamental care connects with patients’ experiences of their ‘lived body’. In addition, highly technical and specialised nursing is seen as more prestigious than fundamental patient cares within practice. The delivery of some aspects of fundamental cares by healthcare assistants further devalues the perception of a nurse’s role in this care.


In this presentation we argue that Nurse Educators need to critique the teaching and learning of fundamental cares, and their importance in patient-centred care.  We will offer suggestions of how students can be better prepared to continue to prioritise fundamental care as they transition to newly registered nurses.

Key words: Fundamental cares; acute care; undergraduate nursing education

Patricia McClune-Trust – Poster Teaser

Using metaphor to make sense of pathophysiology with undergraduate nursing students


Undergraduate nursing students sometimes find it challenging to understand the abstract scientific concepts that underpin clinical reasoning. Making links between theory and practice in this context requires something more to connect students’ understanding.


Metaphor is a conceptual tool that helps people to make sense of relationships between seemingly disparate or contrasting ideas. In creating an association between an abstract concept in relation to a more concrete and easily understood idea, metaphors build an interpretive ‘bridge’ to understanding and practical application. It turns abstract concepts into a more embodied form of knowing, creating an ‘experiential’ connection that allows students to imagine scientific concepts in relation to everyday life experiences.


This poster will present an analysis of everyday teaching moments with undergraduate nursing students, where a lecturer uses metaphor as a bridge to understanding pathophysiology. The ‘bridge’ is a metaphor using the idea of traffic congestion in Hamilton City to explain congestive heart failure. Traffic congestion is a problem particularly around the South-East area of the city that contains the university, high schools, and primary and a middle school, and provides a major thoroughfare through the city.


Students driving to class experience traffic congestion, which occurs frequently, making the commute slow and difficult. Various locations on the route are identified as anatomical locations and the causes and effects of congestive heart failure can be interpreted in relation to what happens when the traffic slows. Traffic backs up, the roundabouts are clogged, so there are backwards and forwards flow effects of Congestive Heart Failure.

Key words: pathophysiology, nursing students, metaphor, experiential learning, congestive heart failure