scholarly journals Health emergency management in Aotearoa New Zealand: Making sense of professional development

2021 ◽  
Author(s):  
Denise Blake ◽  
Patricia Niland ◽  
David M Johnston
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Emergency Management ◽  
Skill Sets ◽  
Roles And Responsibilities ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Complex Emergency ◽  
Data Driven Approach ◽  
And Training

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

scholarly journals Health emergency management in Aotearoa New Zealand: Making sense of professional development

2019 ◽  
Vol 17 (5) ◽  
pp. 359-369
Author(s):  
Denise Blake, PhD ◽  
Patricia Niland, PhD ◽  
David M. Johnston, PhD
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Emergency Management ◽  
Skill Sets ◽  
Roles And Responsibilities ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Complex Emergency ◽  
Data Driven Approach ◽  
And Training

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

scholarly journals Health emergency management in Aotearoa New Zealand: Making sense of professional development

2021 ◽  
Author(s):  
Denise Blake ◽  
Patricia Niland ◽  
David M Johnston
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Emergency Management ◽  
Skill Sets ◽  
Roles And Responsibilities ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Complex Emergency ◽  
Data Driven Approach ◽  
And Training

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

scholarly journals Opioid substitution treatment planning in a disaster context: Perspectives from emergency management and health professionals in Aotearoa/New Zealand

2021 ◽  
Author(s):  
Denise Blake ◽  
Antonia Lyons
Keyword(s):  
New Zealand ◽  
Emergency Management ◽  
Health Professionals ◽  
Substitution Treatment ◽  
Opioid Substitution Treatment ◽  
Health And Wellbeing ◽  
Preparedness Planning ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Opioid Substitution

© 2016 by the authors. Opioid Substitution Treatment (OST) is a harm reduction strategy enabling opiate consumers to avoid withdrawal symptoms and maintain health and wellbeing. Some research shows that within a disaster context service disruptions and infrastructure damage affect OST services, including problems with accessibility, dosing, and scripts. Currently little is known about planning for OST in the reduction and response phases of a disaster. This study aimed to identify the views of three professional groups working in Aotearoa/New Zealand about OST provision following a disaster. In-depth, semi-structured interviews were conducted with 17 service workers, health professionals, and emergency managers in OST and disaster planning fields. Thematic analysis of transcripts identified three key themes, namely “health and wellbeing”, “developing an emergency management plan”, and “stock, dose verification, and scripts” which led to an overarching concept of “service continuity in OST preparedness planning”. Participants viewed service continuity as essential for reducing physical and psychological distress for OST clients, their families, and wider communities. Alcohol and drug and OST health professionals understood the specific needs of clients, while emergency managers discussed the need for sufficient preparedness planning to minimise harm. It is concluded that OST preparedness planning must be multidisciplinary, flexible, and inclusive.

scholarly journals Opioid substitution treatment planning in a disaster context: Perspectives from emergency management and health professionals in Aotearoa/New Zealand

2021 ◽  
Author(s):  
Denise Blake ◽  
Antonia Lyons
Keyword(s):  
New Zealand ◽  
Emergency Management ◽  
Health Professionals ◽  
Substitution Treatment ◽  
Opioid Substitution Treatment ◽  
Health And Wellbeing ◽  
Preparedness Planning ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Opioid Substitution

© 2016 by the authors. Opioid Substitution Treatment (OST) is a harm reduction strategy enabling opiate consumers to avoid withdrawal symptoms and maintain health and wellbeing. Some research shows that within a disaster context service disruptions and infrastructure damage affect OST services, including problems with accessibility, dosing, and scripts. Currently little is known about planning for OST in the reduction and response phases of a disaster. This study aimed to identify the views of three professional groups working in Aotearoa/New Zealand about OST provision following a disaster. In-depth, semi-structured interviews were conducted with 17 service workers, health professionals, and emergency managers in OST and disaster planning fields. Thematic analysis of transcripts identified three key themes, namely “health and wellbeing”, “developing an emergency management plan”, and “stock, dose verification, and scripts” which led to an overarching concept of “service continuity in OST preparedness planning”. Participants viewed service continuity as essential for reducing physical and psychological distress for OST clients, their families, and wider communities. Alcohol and drug and OST health professionals understood the specific needs of clients, while emergency managers discussed the need for sufficient preparedness planning to minimise harm. It is concluded that OST preparedness planning must be multidisciplinary, flexible, and inclusive.

Ngā Ao e Rua | The Two Worlds: Psychotherapy, Biculturalism, and Professional Development in Aotearoa New Zealand

2014 ◽  
Vol 12 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Grant Dillon ◽  
Andrew Duncan ◽  
Jonathan Fay ◽  
Crea Land ◽  
Margaret Poutu Morice ◽  
...  
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Aotearoa New Zealand

Zooming in: Social work supervisors using online supervision

2017 ◽  
Vol 29 (3) ◽  
pp. 126-130
Author(s):  
Jason Rushton ◽  
Jo Hutchings ◽  
Karen Shepherd ◽  
Jude Douglas
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Supervision ◽  
Online Supervision ◽  
Geographically Dispersed ◽  
Aotearoa New Zealand ◽  
Social Work Practitioners ◽  
Online Group

A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development. 

scholarly journals Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Liz Beddoe ◽  
Neil Ballantyne ◽  
Jane Maidment ◽  
Kathryn Hay ◽  
Shayne Walker
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Great Variability ◽  
Mixed Methods Study ◽  
Integrated Systems ◽  
Ethical Practice ◽  
Aotearoa New Zealand ◽  
Recent Graduates

INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing.METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted.FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs.IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed.

Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study

2020 ◽  
Vol 16 (4) ◽  
pp. 387-394
Author(s):  
Jacquie Kidd ◽  
Heather Came ◽  
Sarah Herbert ◽  
Tim McCreanor
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Pilot Study ◽  
Focus Groups ◽  
Indigenous Peoples ◽  
Broad Spectrum ◽  
Qualitative Design ◽  
Aotearoa New Zealand ◽  
Kaupapa Māori

This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.

GIS applications in emergency management: Infusing geographic literacy in the classroom

2019 ◽  
Vol 17 (2) ◽  
pp. 119 ◽  
Author(s):  
Laura Siebeneck, PhD ◽  
Ronald L. Schumann III, PhD ◽  
Britt-Janet Kuenanz, PhD Student
Keyword(s):  
Best Practices ◽  
Emergency Management ◽  
Undergraduate Students ◽  
Geospatial Technologies ◽  
Skill Sets ◽  
Classroom Activities ◽  
Gis Applications ◽  
Emergency Managers ◽  
Hands On ◽  
Geographic Literacy

Objective: The purpose of this article is to promote growth and recognition of geographic literacy among students, faculty, and emergency management practitioners through presentation of an array of possibilities that will further best practices in emergency management higher education.Design: Guided by previous research examining the development of geographic literacy in undergraduate students, this article provides examples of traditional and newer technologies in geographic information systems (GIS) and geospatial analysis that can be incorporated into the classroom to enhance the knowledge and skill sets of future emergency managers.Setting: The setting for this article includes colleges and universities offering emergency management degree programs.Results: The information resulting from a review of the literature provides a description of traditional and newer technologies used to address spatial issues in the management of hazards and disasters as well as practical suggestions for incorporating these technologies into classroom activities.Conclusions: Geographic literacy is an essential competency for the next generation of emergency managers and as such, classroom activities should provide students hands-on experience working with GIS and other geospatial technologies.

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