Vallance, E. (2009). The benefits of Professional Supervision. Kai Tiaki, 15(5), 3.
Vallance, E. (2005). Book Review: Developing scenario-based learning: Practical insights for tertiary educators. Nursing Praxis in New Zealand, 21(1), 53.
Vallance, E. (2003). ‘Navigating through’: A Grounded theory of the development of ethical practice in undergraduate nurses. Palmerston North: Massey University.
Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it can make to beginning nursing practice: Part two. Nursing Praxis in New Zealand, 19(3), 40-49.
Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it make to beginning nursing practice: Part one. Nursing Praxis in
New Zealand, 19(2), 41-51.
Vallance, E. (2002). An ethical position on the administration of pain relief to a dying patient. Beginning Journeys – A collection of work, 7, 37-43.
Brasell-Brian, R., & Vallance, E. (2002). Clinical practice/education exchange: Bridging the theory-practice gap. Nursing Praxis in New Zealand, 18(1), 17-26.
Brassell-Brian, R., & Vallance, E. (2000). Clinical practice/education exchange nursing narrative. Beginning Journeys – A collection of work, 6, 14-17.
Vallance, E. (1997). An ethico-legal dimension of nursing. Beginning Journeys – A collection of work, 3, 30-34.
Vallance, E. (1995). Advocacy. Beginning Journeys – A collection of work. 1, 39-40.
Presentations
Co-presented: Clinical Practice/Education Exchange: A creative and dynamic way to bridge the theory-practice gap”, Australian Nurse Teachers’ Society Conference, Sydney, 2001.
Masters Thesis
‘Navigating through’: A grounded theory of the development of ethical practice in undergraduate nurses.
Thesis primarily focuses on the nurse as a role model and advocate for patients’ quality of life in the clinical decision-making and professional team practice of the multidisciplinary health care team.
“I have accessed Clinical Supervision through Esther Vallance over 3 years and two employment positions. My roles included service development and staff management working in unique team environments. Through Clinical Supervision I grew both professionally and personally while working with Esther. I have confidence now in my own decision making and believe in my abilities to practice as a Nurse in varying roles. Clinical Supervision enabled me to recognise and accept my strengths, as many Nurses are very good at knowing their weaknesses, and building on both of these to enhance my ability to be a successful, confident and competent leader in my workplace. I have gained tools to use in various situations when dealing with colleagues and clients, and gained insight into the way I work and my personality traits that are now assets to my current work situation and personal life.”
— Liz, 2009