Dawson, Lyn

Elder, Hinemoa

Harrison, Harry

Harrison, Jacquie

Kersten, Paula

McPherson, Kathryn M.

Poulter, Adrienne

This study explored the experiences of nurse-researchers involved in a study investigating the validation of the Strengths and Difficulties Questionnaire (SDQ). The parent study involved nurse-researchers providing home-based assessments in 225 Māori homes. Four of these nurse-researchers, more usually involved in clinical work, took part in a focus group exploring their research role working with Māori whānau (extended family). Semi-structured prompts were used. The focus group was recorded and transcribed. Thematic analysis was undertaken. Both M Nurses involved in this study reflected on the value of making time to buildāori and non-Māori nurse participants highlighted the significance of making time within their assessments. Making time, a collaborative activity with the whānau of the child being assessed gave the participants the impression that it enabled whānau to share more of their stories. Making time to acknowledge, and deliver, Māori cultural practices lead to a richer and more fulfilling process. Participants described adding this experience of making time to their clinical practice as a result of their involvement. Nurses involved in this study reflected on the value of making time to build connection with whānau. These findings are important in adding to existing knowledge about the importance of how culturally competent practice improves working with whānau. This theme could be explored in other qualitative studies in order to determine how ‘making time’ is experienced by clinicians from other disciplines, and by whānau themselves, as well as in clinical settings to improve models of care

University of Brighton Research Portal

Making Time: Deeper Connection, Fuller Stories, Best Practice

https://cris.brighton.ac.uk/ws/files/428227/Elder%202016%20Making%20Time...%20Aug%2016.pdf

Making Time: Deeper Connection, Fuller Stories, Best Practice

Abstract

Similar works

Full text

Available Versions

University of Brighton Research Portal