reflexivity in practice a cultural journey of nurturing the growth of indigenous māori registered...
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Reflexivity in Practice
A cultural journey of nurturing the growth of Indigenous Māori Registered Nurses
Presented by Denise Rangitewhakaipo Riini
16th South Pacific Nurses Forum-Melbourne Australia 2012
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Mihi Pepeha- A Greeting
“The illustration depicts key elements of my ancestral ties to a
the land, the water and tribal affiliations.”
16th South Pacific Nurses Forum-Melbourne Australia 2012
Māori ( Indigenous person of Aotearoa (New Zealand)
Te Ao Māori (A Māori world view) Whanau ( consisting of a group of people who have
a common ancestor or can be a group of people with a common goal- number 2 to 1000’s of people)
A cultural journey of discovery through reflexivity
Background
16th South Pacific Nurses Forum-Melbourne Australia 2012
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Reflexivity
A Nursing World View
Past Present Future
A Māori Worldview-Te Ao Maori
Whakapapa (genelogy) Kaipurakau (Story telling) Moteatea (lamenting song) Tukutuku (weaving) Whakairo (carving) Waiata (Song)
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Whai Whakaaro- Reflect“The illustration depicts a reflection of a
Poutama. A Poutama is literately a stairway. The significance of the stairway is
in the journey one takes in their life .
Reflection requires:• Integrity and honesty• An open mind and transparent focus• The ability to consider the
connectedness of the information the controversies and contrasts
• Value the learning from the reflective process and visualise the potential outcomes
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• Inclusive within the constructs of the whanau
• Opportunity to engage in Matauranga (knowledge/education) Māori
• Whakapapa encased in values and beliefs
• Connection to resources
A Māori World view-Te Ao Māori
The picture is of Rongomaipapa Marae (community complex connected by a common ancestor with ties to
the land). This is where I had the fortune of experiencing a positive view of being Maori.
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Reflexivity
Non Māori World View
Restrictions because of my ethnic ties
Negativity of things Māori Stereotypical views Monocultural views Assimilation to the main view
“Justice system
overwhelmed with
Māori”Māori Protest -
Wanting land returned”
“Māori teenage
pregnancies on the
increase”“Police are seeking Māori man in relation to a crime”
“Death rates for
Māori on the
increase” “Unemployment
for Māori o
n the
rise”
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Māori Nurse Educators role
“The Ilustration depicts two worlds a curved frond (koru) embedded within another representing a dual practice
reality”
* Conventional lecturing role * Cultural role
Although the pastoral role is embedded into the conventional lecturing role there are aspects of the pastoral care relationship which require a cultural perspective
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Aim of the Pastoral Relationship: Tino Rangatiratanga –Self determination
Nga Matatini Māori
Acknowledges that Māori come from diverse backgrounds
“Support regardful of unique world view”
Mana Motuhake Māori
Principle of Maori unity and belonging with a common goal
“Walking alongside students in their journey”
Whakakotahi
* Maori autonomy through controlling own pathway
“ Providing the tools to strengthen students self determination”
Durie, M. (1995) Tino Rangatiratanga: Maori Self Determination, He Pukenga Korero, A Journal of Maori Studies. 1(1), 44-53
16th South Pacific Nurses Forum-Melbourne Australia 2012
Based on the Octopus and its synergistic being as it flows through the water
Each of the eight tentacles are representative of a fundamental human need to achieve wellbeing
Holistic view of the Pastoral care relationship
Pere, R. T. (1997). Te Wheke: A celebration of infinite wisdom. Gisborne: Ako Ako Global Learning New Zealand Ltd.
16th South Pacific Nurses Forum-Melbourne Australia 2012
Te Wheke
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Te taha Whanau-social wellbeing
Holistic view of the Pastoral care relationship
Providing advocacy for Maori students unique world view
Provision of an environment that endorses Whanangatanga/collectiveness
Endorsement of the pastoral care relationship
Establish and maintain the therapeutic relationship
On-going support and guidance
16th South Pacific Nurses Forum-Melbourne Australia 2012
Maori students and staff who attended National conference in 2010, Christchurch NZ.
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Holistic view of the Pastoral care relationship
Te taha Tinana-physical wellbeing
Supporting students physical wellbeing
Support with reducing smoking
Education and support with pregnancy
Education Support with menopause
Te taha Hinengaro- intellectual wellbeing
Guiding students with academic development
Encouraging students to seek specialist interventions
Provide a forum that allow s for Maori students to discuss academic challenges
Translate curriculum requirements into a language understood.
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Holistic view of the Pastoral care relationship
Te taha Whatumanawa-emotional wellbeing
* Referral to appropriate services e.g. counselling, social welfare
* Ensure students values and beliefs are upheld
* Provision of an environment that nurtures a whanau perspective-a dedicated space
Te taha Wairua- spiritual wellbeing
* Providing a forum for spiritual wellbeing-marae
* Encouraging students to realise their potential
* Advocacy * Caring for students wellbeing
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Holistic view of the Pastoral care relationship
Te Mana-diverse worldview
Provide a forum that supports students unique te Ao Māori viewpoint
Being Genuine Maintain each persons mana
Te Mauri-life force that sustains energy
Develop a supportive therapeutic relationship that enables Māori nursing students to engage in a positive relationship with others
Role model the potential Encourage things Māori Encourage self development Celebrate success
16th South Pacific Nurses Forum-Melbourne Australia 2012
Does an effective pastoral care relationship nurture the development of Māori Registered Nurses?
The relationship creates a supportive partnership throughout the Māori student nurse journey- Nga Matatini Māori
The Māori student nurse duplicates the relationship with subsequent intakes of Māori nursing students-Whakakotahi
Year 3 Māori student nurses become independent and less reliant on the pastoral relationship -Mana Motuhake
The role modelling of the pastoral care relationship evolves as students become Māori Registered Nurses who engage in a similar relationship within their practice context.
They graduate with a holistic wellbeing that has experienced growth.
Reflexivity
16th South Pacific Nurses Forum-Melbourne Australia 2012
Does growing Indigenous Māori registered nurses contribute to health outcomes for Māori? Māori Registered Nurses become health educator s and
health resource people for the whanau, hapu and iwi They advocate for the Māori consumer of health services They become consultants to Health policy development They inspire their whanau to take up the challenge of
nursing or other tertiary study. They become nurse leaders of the future for Māori
Reflexivity
16th South Pacific Nurses Forum-Melbourne Australia 2012
Reflexivity is simply a tool if used with integrity the experience can enlighten and empower ones practice context.
A Māori Nurse Educators role is sometimes a solitary journey and requires a selfless attitude.
The role is demanding and challenging from a conventional and cultural context
The role is integral to the success of Māori taking up the challenge of becoming Registered Nurses.
This role does impact on health outcomes for Māori. The role is humbling and I am privileged to be part of a journey that
supports the development of Indigenous Māori Registered Nurses.
Conclusion
16th South Pacific Nurses Forum-Melbourne Australia 2012
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He moemoea, he wawata, he wero
A dream a vision, a challenge
He hikoi, he tiaki I etahi atu,
A journey, to care for others
He akiaki, he tautoko
Encouragement and support,
Aroha me te arotau
Love and understanding
Nga whanau, hoa, tipuna me Ihowa
Family, friends, ancestors and god
He moemoea he wawata he weroA dream a vision, a challenge
Waiata
Year 2008,2009, 2010 and 2011 Māori Registered Nurse Graduates of Waiariki Institute of Technology
The whanau at Rongomai papa Marae My own whanau and my children for creating the illustrations Veronica Tawera RN driving force behind the waiata-class of
2007-2009 Māori Nurse Educator Colleagues who have supported me in
my Poutama within nursing education Dr Rose McEldowney who was my supervisor during my
studies Waiariki Institute of Technology for supporting me financially
to present at the 16th South Pacific Nursing Conference.
Acknowledgements
16th South Pacific Nurses Forum-Melbourne Australia 2012
Durie, M. (2003). Nga Kahui Pou: Launching Maori Futures. Huia Publishers: Wellington. Durie, M. (2001). Mauri Ora: The dynamics of Maori health. Oxford University Press:
Melbourne. Durie, M. (1999). Whaiora: Maori Health Development (2nd ed.). Oxford University Press:
Melbourne.
Durie, M. (1995) Tino Rangatiratanga: Maori Self Determination, He Pukenga Korero, A Journal of Maori Studies. 1(1), 44-53
Mead, H.,M. (2003). Tikanga Maori: Living by Maori Values. Huia Publishers. Wellington.
Munford, R., & Walsk-Tapiata, W. (1999). Strategies for Change: Community development in Aotearoa/New Zealand. School of Social Policy and Social Work.
Pere, R. T. (1997). Te Wheke: A celebration of infinite wisdom. Gisborne: Ako Ako Global Learning New Zealand Ltd.
References
16th South Pacific Nurses Forum-Melbourne Australia 2012