Carmel Haggerty has worked in a variety of health settings since 1977, specialising in Acute Mental Health Nursing. She moved to education in 1996 and has worked across undergraduate and postgraduate nursing and health programmes. Carmel has engaged in research in the following areas Nursing Entry to Practice, Preceptorship, On-line Education, Faculty workloads and Mental Health Consumer outcome measures. Her most recent research work has been looking at the integration of ePortfolio’s into nursing education, along with the effectiveness of new entry to practice (NESP) programmes within the mental health sector. She is the Head of School - Health.
Prince2 – Foundation Project Management, February 2016
MEd (Online Learning), University of Southern Queensland, 2007
MA (Applied with Merit) in Nursing, Victoria University of Wellington, 2000
Certificate in Adult Teaching, Whitireia Community Polytechnic, 1998
Registered Comprehensive Nurse (via Psychiatric Register), Wellington Polytechnic, 1987
Registered Psychiatric Nurse, Porirua Hospital, 1985
Enrolled Nurse, Wellington Hospital, 1979
Te Ao Maramatanga - New Zealand College of Mental Health & Addiction Nurses. Fellow and Chair of the Wellington Branch. In addition I have had extensive involvement in the Education Subcommittee since 2007.
Nurse Educators in the Tertiary Sector (NETS) – a national group that meets three times a year to provide support and advice in regard to undergraduate nursing education nationally.
FLANZ – Flexible Learning Association of New Zealand
HERDSA – Higher Education Research & Development Society of Australasia
Haggerty, C. (2011). A New Zealand tertiary educator’s online journey. In Creating Connections in Teaching and Learning, edited by Abawi, L., Conway, J. & Henderson, R., Information Age Publishing: North Carolina, USA.
Haggerty, C. E. (2017). The challenges of incorporating ePortfolio into an undergraduate nursing programme. Open Praxis, 9(2), 245-252. doi: http://dx.doi.org/10.5944/openpraxis.9.2.554
Haggerty, C. E. September/October. (2015). Designing courses the easy way. Heather Hamerton (Ed.), National Tertiary Teaching and Learning Conference (pp.in print).
Haggerty, C. (2015). Supporting academic workloads in online learning. Distance Education, 1-14. Retrieved from http://dx.doi.org/10.1080/01587919.2015.1055057
Trimmer, W., & Haggerty, C. E. (2015). Maintaining Resiliency. Kai Tiaki, 21, 5. pp.1.
Haggerty, C., Holloway, K. & Wilson, D. (2013). How to grow our own: An evaluation of preceptorship in New Zealand graduate nurse programmes. Contemporary Nurse, 43(2), 162-171.
Haggerty, C., Holloway, K. & Wilson, D. (2012). Nursing entry to practice preceptor education and support: Could we do it better? Nursing Praxis of New Zealand, 28(1), 30-39.
Strong, G., Haggerty, C., & Drayton, C. (2012). Flexible learning stream. Response, 39 (3), 29-31.
Haggerty, C., McEldowney, R., Wilson, D. & Holloway, K. (2010). ‘We need to grow our own’: an evaluation nurse entry to practice programmes. Whitireia Nursing Journal, 17, 16-20.
Haggerty, C. (2009). Developing an online course: Reflections on the process. Whitireia Nursing Journal, 16, 8-17.
Haggerty, C. (2004) Supporting the development of critical analysis through the use of a constructivist learning strategy. Whitireia Nursing Journal, 11, 19-26.
Haggerty, C. (2002) Preceptorship for entry to practice. Whitireia Nursing Journal, 9, 7-13.
Haggerty, C. (1999) Opening the books: Entry to the psychiatric mental health practice programme. Whitireia Nursing Journal, 6, 22-32.
Haggerty, C. (2007) Student’s experiences of the online learning environment: Working toward improvement. Unpublished Thesis, University of Southern Queensland, Australia.
Haggerty, C. (2000) Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice. Unpublished Thesis, Victoria University of Wellington.
Duignan, G., Hitchcock, J., Casley, S., Fraser, C., Haggerty, C., Hardy, M., Lovegrove, C., Sewell, S., Singh, L., Stewart, D., & Walke, J. (2016). Designing professional development for experienced teachers in tertiary vocational education. Wellington, NZ: Ako Aotearoa.
Haggerty, C. (2010). Academic Workloads in the Design, Development, Facilitation and Evaluation of eLearning. Unpublished Research Report, Whitireia Community Polytechnic.
Haggerty, C., McEldowney, R., Wilson, D. & Holloway, K. (2009). Growing our own: An evaluation of nurse entry to practice programmes in New Zealand 2006-2009. Wellington, NZ: Ministry of Health.
Haggerty, C. E. & Thompson, T. (April, 2016). Incorporating ePortfolio into one undergraduate nursing programme. Presented at the DEANZ Conference in Hamilton.
Haggerty, C. E. (September/October. 2015). Developing courses the easy way. Paper presented at National Tertiary Learning and Teaching Conference, Tauranga.
Thomson, T., & Haggerty, C.E. November. (2015). Integrating ePortfolio into an undergraduate nursing programme. Poster presented at Whitireia WelTec Research Symposium, Porirua.
Haggerty, C. E. July. (2015). New Creativity from Old Notions: Nightingale in the 21st Century. Paper presented at New Zealand College of Mental Health Nurses, Wellington.
Haggerty, C. (2014). LATARE. Presented at Whitireia & WelTec Joint Symposium, Wellington.
Haggerty, C. (2014). Engagement and retention in in distance education. Invited speaker at EngagedED, Auckland.
Trimmer, W. & Haggerty, C. (2013). Mental Health and Addiction Nursing Education Delivered 'Close to Home': The Past, Present and the Future. 1st Australasian Mental Health & Addiction Nursing Conference, 20-21 June, Auckland, NZ, (Poster)
Strong, G., & Haggerty, C. (2012). The development of a flexible learning stream of BHSc Paramedic for existing ambulance officers in New Zealand. Paramedics Australasia Conference, 1-2 November, Hobart, Tasmania. (Poster).
Haggerty, C. (2011). ELearning and academic workloads: What is the role of professional development? Presented at Australasian Nurse Educators Conference, Hamilton.
Haggerty, C. (2011). LATAR: A framework for paper design and lesson planning. Presented at Australasian Nurse Educators Conference, Hamilton.