Simulation Development and Delivery: Towards teaching excellence in Simulation at WINTEC.

Nurse educators are expected to keep up to date and adjust their teaching strategies to the challenging needs of the learners •Edgecombe (cited in O’Connor, 2014) anecdotally noted that nursing faculties in New Zealand are out their comfort zones and are not familiar with what is needed in simulation delivery Aim: •To investigate and identify strategies to support nurse educators in preparedness and provision of simulation in an undergraduate nursing programme

Membership of Australasian Nurse Educators Conference Scientific Committee, 2015

This letter acknowledges your contribution as a member of the Scientific Committee and to certify that you have peer reviewed abstracts for the 17th Australasian Nurse Educators Conference, to be held in Auckland on the 11-13 November 2015. The review process was blind and against predetermined criteria. Your efforts in reviewing the abstracts will ensure that the conference will be recognised for the quality of the presentations. Presenters of papers and posters from both academic and clinical settings will focus on the three sub- themes of Being, Knowing and Caring to provide an exciting forum where we can share in – Co-Creating the Future. We hope that you have enjoyed this process. Your contribution has been greatly appreciated

A kaupapa Maori Nursing stream as a Choice For Maori Tauira (students). ANEC presentation

Within New Zealand nursing there is an awareness of need for relevant safe and accessible care for Maori, one approach has been to increase the number of registered nurses who identify as Maori. This goal has not been without its challenges. When it comes to the topic of Maori achievement in education most will readily agree that the research has focused on Maori underachievement. While this no doubt remains a reality for many Maori it is time to look at successful programmes and to ask why? This presentation will give an overview of a successful Maori education programme - Tihei Mauri Ora which is undertaken within the Centre for Health and Social Practice at Te Kuratini o Waikato (WINTEC). This programme recognises kaupapa Maori and begins to address the needs of a minority community who are partners in a bi-cultural context. Although academic success is still predominately an individual accomplishment, Tihei Mauri Ora’s success is grounded in not only the individual but the development of the wider community, and building the capacity in hauora (health) in each whanau (family). It is the living of the content of this programme, rather than just delivering it which may be enabling achievement challenges for maori students to be overcome. We will present the living of this programme, the small steps made for big gains, and the collaborative mahi (work) undertaken, from the perspective of the staff, students and whanau. Discussing what is different about our successful approach to the positive outcomes for maori Bachelor of Nursing students in the Tihei Mauri Ora stream

The Impact of the kuraCloud Learning Platform on Student Motivation and Ownership of Learning.

Use of kuraCloud have a positive impact on motivation to learning in 85% of students. Overall 84% of students thought there was an increase (or no change)in their ownership of learnin

Assessing the impact of a cloud-based learning platform on student motivation and ownership of learning

Has the kuraCloud learning platform increased student motivation and ownership of their learning? Cloud-based educational technologies are used with the expectation that they will assist students to become life-long learners. These technologies give students more control over their learning and this has been shown to motivate them to work harder (Yurco, 2014). This research examines the impact of a recently implemented cloud-based learning platform (kuraCloud) on student motivation and ownership of their learning. All students enrolled in the undergraduate Bachelor of Nursing programme at Wintec will be invited to participate in an online survey. Areas that will be explored to assess motivation include whether students feel more motivated, whether they feel encouraged to seek extra information about topics, and whether their participation is influenced by particular aspects and exercises within the KuraCloud lessons. Areas that will be explored to assess ownership of learning include whether the KuraCloud lessons helped them to learn independently, to problem solve, and to understand the topic content and the lesson concepts. The research has not been completed yet, but the results will be presented at the conference. It is expected that the results will inform future planning to enhance student motivation and ownership of learning using this technology

The Impact of the kuraCloud Learning Platform on Student Motivation and Ownership of Learning.

Use of kuraCloud have a positive impact on motivation to learning in 85% of students. Overall 84% of students thought there was an increase (or no change)in their ownership of learnin

Assessing the impact of a cloud-based learning platform on student motivation and ownership of learning

Has the KuraCloud learning platform increased student motivation and ownership of their learning? Cloud-based educational technologies are used with the expectation that they will assist students to become life-long learners. These technologies give students more control over their learning and this has been shown to motivate them to work harder (Yurco, 2014). This research examines the impact of a recently implemented cloud-based learning platform (KuraCloud) on student motivation and ownership of their learning. All students enrolled in the undergraduate Bachelor of Nursing programme at Wintec will be invited to participate in an online survey. Areas that will be explored to assess motivation include whether students feel more motivated, whether they feel encouraged to seek extra information about topics, and whether their participation is influenced by particular aspects and exercises within the KuraCloud lessons. Areas that will be explored to assess ownership of learning include whether the KuraCloud lessons helped them to learn independently, to problem-solve, and to understand the topic content and the lesson concepts. The research has not been completed yet, but the results will be presented at the conference. It is expected that the results will inform future planning to enhance student motivation and ownership of learning using this technology

Educating a culturally competent health workforce for Pasifika communities: A Wintec/K'aute Pasifika clinical partnership project

Introduction The connection between Wintec and K’aute Pasifika is long standing through health and education and the time is right for collaboration that lifts both organisations is the strongest possible partnership. Significant opportunity exists for Wintec’s CHASP/CSSHP and K’aute Pasifika to work together in developing innovative strategies to enhance opportunities for student engagement in the delivery of services offered through K’aute Pasifika and to evaluate these. Literature review Pacific Islanders typically have lower health status and life expectancy than other New Zealanders. Implementation of Māori initiatives are not always appropriate for Pasifika peoples and there is a need to develop Pacific-specific initiatives. Evidence suggests tailored teaching and learning interventions may be required to promote participation and academic success of underrepresented minority groups in New Zealand, such as Pasifika. However, the focus needs to be on more than just Pasifika students and also on increasing non-Pasifika student capacity to work with the Pasifika community in a culturally acceptable and competent manner. There is a consistent shortage of Pacific primary health care workers in New Zealand and Pasifika are underrepresented across all health occupations. The literature identifies a complex range of factors that may contribute to this including high levels of mobilization in the skilled professional workforce and blurring of boundaries. Student-led placements with Indigenous populations have been identified as a feasible and meaningful way of developing a workforce ready to serve Indigenous and minority populations. Method A mixed method study design incorporating Talanoa was implemented to address the following key objectives: 1. Map current Wintec student placement provision within K’aute Pasifika against regional population health needs 2. Identify educational opportunities available at K’aute Pasifika through consultation with K’aute Pasifika staff 3. In collaboration between Wintec and K’aute Pasifika, develop a 5-year strategic plan for enhancement of cultural competence of Wintec staff and students in working with Pasifika people Findings Our Talanoa identified three major themes through which current and potential student placements could be better understood: the student experience, vā/relationships, and transformation. The first theme, student experience, was divided into subthemes, which expressed how students are valued, quality experiences for students are important to K’aute Pasifika staff, cultural practices are significant in placements at K’aute Pasifika, authentic experiences and interprofessional practices are essential and readily occur at K’aute Pasifika. The second theme, vā/relationships, was conceptualised as a network, with K’aute Pasifika at the centre, surrounded by the relevant partnerships. Equally as important as who those partners were, was the connections and space - or vā - between them. The third theme, transformation, was divided into three sub-themes: growth, capacity for more, and workforce development. These themes were understood in the context of the health data to create a clearer picture of the health needs for the Pasifika community in Kirikiriroa/Hamilton. Recommendations A clear action plan for 2021 is outlined which was co-constructed and agreed between K’aute Pasifika and Wintec and derived from the Strategic Plan

A meta ethnography of the cultural constructs of menopause in indigenous women and the context of Aotearoa/New Zealand

Abstract The researchers aim in this synthesis is to interpret the cultural constructions of menopause in Indigenous women and apply these interpretations to the context of Māori women in Aotearoa/New Zealand. There is a lack of research about Indigenous women’s interpretations of health, and how culture mediates understandings and experiences of menopause. There is even less research regarding Māori women’s understandings and experiences of menopause, as the discourse is dominated by Western ideology. Using meta ethnography methodology, the researchers selected eight studies, that provided the foundations to enable the interpretation of the cultural constructions of menopause in Indigenous women. The findings were then translated into four metaphors- natural, cultural protection, freedom and idiomatic and then were subsequently translated to Māori concepts mana wahine, Mātauranga Māori, tikanga and pepeha. We suggest that broader mainstream understandings of the cultural constructions of menopause for Indigenous women are necessary to provide equitable health outcomes for Māori and other Indigenous women. The researchers further developed a model that can be used to represent the foundations of Māori women’s conscious understandings and experience of menopause

He Kaupapa Oranga Tahi: Working in partnership to grow the health workforce through tauira-assisted health services

The vision for He Kaupapa Oranga Tahi is to explore how we best generate sustainable, high quality, interprofessional clinical learning opportunities for our health tauira , while also providing accessible, low/no cost, quality health services to communities with high needs. To achieve this, we will continue engagement with community providers in the development of the proposed tauira-assisted health services. Our study investigating the feasibility of employing this teaching and learning approach is outlined in this report. Wintec is a subsidiary of Te Pūkenga, the newly formed implementation agency for the New Zealand Government Reform of Vocational Education. Consistent with Wintec values and mission, this innovative strategy generates opportunities for collaboration within Te Pūkenga, brings life to Wintec’s Tōia Mai framework, and builds on our existing success. The kaupapa of this project advanced the following key objectives that sought to: 1. Determine the community need and explore community viewpoints and the feasibility of establishing culturally adept tauira-assisted health services to promote social wellbeing for communities in the Waikato Region. 2. Explore innovative ‘real world’ learning opportunities for Wintec tauira to learn industry-relevant skills in ways that are integrated into the cultural fabric of the communities we serve. 3. Identify opportunities and barriers to the development, implementation, and evaluation of a tauira-assisted health service involving Wintec tauira. 4. Enhance and extend opportunities for collaboration between two centres within Wintec: Centre for Sport Science and Human Performance and Centre for Health and Social Practice. To address the key objectives of this enquiry, a mixed method study design was employed. First, we undertook a scoping review of the current literature on tauira-assisted health services in Aotearoa New Zealand. Secondly, we undertook an analysis of key Ministry of Health and ACC datasets to understand patterns of healthcare need in the community. Thirdly, we engaged in a three-fold consultation process with Wintec staff, other New Zealand education providers, and representatives from community-based organisations (Te Kōhao Health, K’aute Pasifika, and Rauawaawa Kaumātua Charitable Trust). Through collating and synthesising these data sources we have co-constructed a compelling case supporting the development of tauira-assisted health services. The literature on tauira-assisted clinics in Aotearoa New Zealand demonstrated that such clinics offer students an opportunity to ‘give back’, to address healthcare gaps, and generate significant benefits across a range of learning and health domains. However, it was noted that establishing tauira-assisted clinics involves complex considerations, in particular curriculum design, ethical, financial and resource implications, and the most appropriate structure and educational model. Ministry of Health and ACC data showed that the Huntly, Ngāruawāhia and Hamilton City communities have significant healthcare needs. Local rates of childhood immunisation could be improved, cancer represents a considerable healthcare burden, the number of claims made to ACC for accident or injuries may surprise, and mortality records reveal that many local deaths are from preventable causes. Especially notable is the prevalence of chronic conditions and significant health events, including the number of people living with diabetes, or with the potentially long-term effects of events such as stroke or heart attack. Clearly, addressing non-communicable diseases in our communities is critical. Wintec staff expressed strongly that a tauira-assisted health service would need to be well resourced, and several mentioned logistics (such as finding an appropriate space and timetabling conflicts) as important considerations. Some staff noted the challenges of appropriate staffing, supervision, and workload. Authentic, ongoing consultation (with mana whenua, stakeholders, and the community) was mentioned by many staff as an essential prerequisite for success. When comparing New Zealand tauira-assisted clinics which feature in the literature with those we identified via online searching, research networks, and snowball sampling we found more traditional and single-discipline clinics were less likely to have been written about. To widen our perspective, we reached out to kōrero with some of these clinics. Our discussions with providers confirmed an initial observation from the literature that clinics appeared to have limited levels of Māori consultation and involvement, including in the planning and operational phases. Representatives from clinics were universally positive about the opportunities and successes of clinics for tauira learning, but noted some important advice borne from their own experiences. Our whakawhiti kōrero with community organisations improved our knowledge of local needs, and the opportunities for partnership in a tauira-assisted healthcare initiative. Those we talked to clearly valued existing relationships with Wintec and their prior/current experiences with tauira on placement. Their kōrero emphasised the benefits of tauira experiencing their services’ holistic, client-centred and culturally responsive models of care. They showed support for extending these relationships, which they saw as having potential benefits for their own organisations, Wintec and students. Despite these synergies and positive views, staff did note the challenges their organisations face relating to the structures and funding models they operate in, which do not necessarily align or reflect their models of care. Establishing and sustaining a tauira-assisted health initiative would require adequate resourcing, attention to client safety, align with organisation’s own goals and objectives and uphold their mana motuhake. In drawing together the information from all these sources, seven key, evidence-based recommendations have been formulated. The recommendations support moving forward with the establishment of interprofessional clinical learning opportunities for our health tauira within the context of a tauira-assisted health service, specifically to: 1. Enhance tauira learning outcomes, develop a tauira-assisted health service designed to offer tauira sustainable, high quality learning experiences. 2. Build a culturally competent graduate workforce by ensuring any planned tauira-assisted health service delivers healthcare using culturally informed models of care and provides opportunities for engaging in Kaupapa Māori practices. 3. Contribute in local responses to community needs by developing a tauira-assisted health service in the Waikato Region. 4. Facilitate interprofessional education by ensuring the planned tauira-assisted health service is interprofessional by design. 5. Genuinely partner with Tangata Whenua/Hapori with a formalized governance model that explicitly outlines the partnership approach to developing a tauira-assisted health service. 6. Develop a financially viable option to undertake a pilot, while seeking funding options for a larger clinic by semester one 2023 7. Effectively pilot and evaluate a tauira-assisted health service, seek health provider status to enable capacity to conduct a pilot within the Waikato subsidiary of the Te Pūkenga network or in partnership with a local provider, capitalising on current resources and infrastructur