“It's not just a professional development thing": Non-Māori librarians in Aotearoa New Zealand making sense of mātauranga Māori.

<p>Libraries in Aotearoa New Zealand have their roots in Western worldviews and understandings of knowledge which are distinctive from those of the Indigenous Māori population. These differences can lead to cultural clashes where traditional library approaches and values are incompatible with the needs of Māori stakeholders or collections, including approaches to access, cataloguing and classification and working with the Māori language. Given these differences, it is appropriate for non-Māori librarians to look for ways to extend their understanding of Māori knowledge systems to address some of these topics. The central focus of this research is how non-Māori librarians in Aotearoa learn about or engage with (make sense of) mātauranga Māori (a basic translation of which is ‘Māori knowledge’). To address this question, learning about and engaging with mātauranga Māori was conceptualised as a form of information behaviour, and a methodology based on Dervin’s Sense-Making was developed. Twenty-five non-Māori librarians in Aotearoa were interviewed about their own experiences of learning and engagement in terms of the key facets of Dervin’s model: Situations, Gaps, Bridges and Outcomes, and also with a particular focus on factors which helped or hindered them from bridging their knowledge Gaps (Helps and Barriers). Three focus groups of Māori librarians were asked about their experiences with their non-Māori colleagues’ engagement with mātauranga Māori in order to present a more balanced view of the current situation. As well as emphasising the large scale of their knowledge Gaps in relation to Māori knowledge, interviewees highlighted Gaps in the areas of Māori and Libraries and Language and Cultural Protocol. Bridges identified were Courses, Books and Text Resources and People and Situations. Both Helps and Barriers consisted of significant internal aspects, where elements of interviewees’ existing knowledge and experience or aspects of their personalities were either things that helped them proceed or acted as potential Barriers. These were in some cases closely related; for example, Fear was a potential Barrier in a lot of cases, but having the strength of character to push past that fear was also something that helped some interviewees. Focus group participants highlighted a number of similar Helps and Barriers that they had observed in their non-Māori colleagues. A significant finding of this research was the lack of external impetus for non-Māori librarians to engage with mātauranga Māori within their professional contexts. In the majority of instances discussed by interviewees, they spoke of not having any problems because of what they did not know. Alongside this, interviewees and focus groups pointed out a tendency for non-Māori librarians to rely excessively on their Māori colleagues for cultural support, even when they could use their own reference or searching skills to find answers for themselves or clients. Both interviewees and focus group participants were questioned on the topic of the Library and Information Association of New Zealand Aotearoa (LIANZA) Professional Registration scheme and the inclusion of mātauranga Māori as a mandatory element in the Body of Knowledge. None of the interviewees were deterred by the inclusion of mātauranga Māori as a mandatory element and many commented that it was important. However, in the view of both interviewees and focus group participants, LIANZA Professional Registration is not playing a major role in encouraging non-Māori librarians to engage with mātauranga Māori in a meaningful way. This study also had a methodological aspect, considering the appropriateness of Dervin’s Sense-Making as a suitable conceptual approach to the study of non-Māori librarians learning about and engaging with mātauranga Māori. Due to a number of factors including the strong Anglo-American orientation of the model and the differences between some interviewees’ conceptualisations of their journeys of learning and engagement and the Sense-Making approach, it is concluded that Dervin’s Sense-Making is not the most compatible framework for conceptualising non-Māori librarians’ processes of learning about and engaging with mātauranga Māori. This could not be resolved by suggesting an addition or alteration to the existing model, and so a practical model has been developed for non-Māori librarians who wish to find ways to move their engagement forward. </p>

“It's not just a professional development thing": Non-Māori librarians in Aotearoa New Zealand making sense of mātauranga Māori.

<p>Libraries in Aotearoa New Zealand have their roots in Western worldviews and understandings of knowledge which are distinctive from those of the Indigenous Māori population. These differences can lead to cultural clashes where traditional library approaches and values are incompatible with the needs of Māori stakeholders or collections, including approaches to access, cataloguing and classification and working with the Māori language. Given these differences, it is appropriate for non-Māori librarians to look for ways to extend their understanding of Māori knowledge systems to address some of these topics. The central focus of this research is how non-Māori librarians in Aotearoa learn about or engage with (make sense of) mātauranga Māori (a basic translation of which is ‘Māori knowledge’). To address this question, learning about and engaging with mātauranga Māori was conceptualised as a form of information behaviour, and a methodology based on Dervin’s Sense-Making was developed. Twenty-five non-Māori librarians in Aotearoa were interviewed about their own experiences of learning and engagement in terms of the key facets of Dervin’s model: Situations, Gaps, Bridges and Outcomes, and also with a particular focus on factors which helped or hindered them from bridging their knowledge Gaps (Helps and Barriers). Three focus groups of Māori librarians were asked about their experiences with their non-Māori colleagues’ engagement with mātauranga Māori in order to present a more balanced view of the current situation. As well as emphasising the large scale of their knowledge Gaps in relation to Māori knowledge, interviewees highlighted Gaps in the areas of Māori and Libraries and Language and Cultural Protocol. Bridges identified were Courses, Books and Text Resources and People and Situations. Both Helps and Barriers consisted of significant internal aspects, where elements of interviewees’ existing knowledge and experience or aspects of their personalities were either things that helped them proceed or acted as potential Barriers. These were in some cases closely related; for example, Fear was a potential Barrier in a lot of cases, but having the strength of character to push past that fear was also something that helped some interviewees. Focus group participants highlighted a number of similar Helps and Barriers that they had observed in their non-Māori colleagues. A significant finding of this research was the lack of external impetus for non-Māori librarians to engage with mātauranga Māori within their professional contexts. In the majority of instances discussed by interviewees, they spoke of not having any problems because of what they did not know. Alongside this, interviewees and focus groups pointed out a tendency for non-Māori librarians to rely excessively on their Māori colleagues for cultural support, even when they could use their own reference or searching skills to find answers for themselves or clients. Both interviewees and focus group participants were questioned on the topic of the Library and Information Association of New Zealand Aotearoa (LIANZA) Professional Registration scheme and the inclusion of mātauranga Māori as a mandatory element in the Body of Knowledge. None of the interviewees were deterred by the inclusion of mātauranga Māori as a mandatory element and many commented that it was important. However, in the view of both interviewees and focus group participants, LIANZA Professional Registration is not playing a major role in encouraging non-Māori librarians to engage with mātauranga Māori in a meaningful way. This study also had a methodological aspect, considering the appropriateness of Dervin’s Sense-Making as a suitable conceptual approach to the study of non-Māori librarians learning about and engaging with mātauranga Māori. Due to a number of factors including the strong Anglo-American orientation of the model and the differences between some interviewees’ conceptualisations of their journeys of learning and engagement and the Sense-Making approach, it is concluded that Dervin’s Sense-Making is not the most compatible framework for conceptualising non-Māori librarians’ processes of learning about and engaging with mātauranga Māori. This could not be resolved by suggesting an addition or alteration to the existing model, and so a practical model has been developed for non-Māori librarians who wish to find ways to move their engagement forward. </p>

Educating university allied health students about gender-based violence: Report of a pilot study

Introduction: Sexual harassment, bullying and discrimination occur across a range of healthcare settings, with frequent complaints made to health professional registration boards of Australia. Health professional education provides an ideal opportunity to ensure students understand the nature of gender-based violence (GBV) and how to prevent and address such behavior. However, there has been minimal health professional curricula that incorporates an integrated focus on gender. The aim of this study was to increase awareness and knowledge of pre-registration health students of the context of GBV and for participants to learn bystander approaches to effectively intervene to reduce violence.Methods: A violence prevention workshop incorporating a bystander approach was developed as a key component of the curriculum for a single discipline cohort of health students. Participants completed a survey pre and post workshop, where they provided responses, on a 5-point Likert scale, to statements exploring attitudes, knowledge and behaviours in relation to behaviours that constitute GBV. Within-subject pre- and post-intervention statistical analysis was completed.Results: The results demonstrated several significant positive changes to knowledge and attitude of the participants in relation to GBV.Conclusions: The findings of the project can inform the development of integrated gender-focused education as a core competency for preparing health professional students across a range of disciplines in clinical health and public health curricula.

The Creation and Implementation of Māori Policies

<p><b>Policy that affects Māori is not new. It has existed since the first Europeans arrived in New Zealand. Some have been created where Māori are external to its development. Some have been developed based on engagement with Māori but have been influenced by a Eurocentric perspective. Yet others have been developed by Māori for Māori.</b></p> <p>This thesis presents some of the historical, social, and economic factors that have influenced the need for government and non-government organisations to develop policies that are more responsive to the needs and aspirations of Māori. It will also demonstrate that despite a myriad of policy, legislative, and strategic changes that have progressively shifted towards responsiveness to Māori, not much has been achieved statistically, highlighting a need for policies that are significantly different from that which has already been tried. In the current political climate, we find ourselves in an exciting time where the government is endorsing a more Māori worldview philosophy. One that acknowledges that previous policy, legislative and strategic change, has only been minimally effective. Moreover, one that understands that it is imperative to the wellbeing of Māori and, by extension, the social development of New Zealand to develop new policies that will make a significant and lasting positive change for Māori.</p> <p>This thesis aims to understand why organisations find it necessary to develop Māori responsive policies and how Māori policy is formulated and implemented in the current political climate. The associated aims are to identify commonalities and best practices in the development of Māori policy and understand what Māori policymaking involves.</p> <p>This thesis will analyse two examples of Māori policy development and implementation: one from a government agency, the Ministry of Social Development (MSD) and one from a non-governmental organisation, WellStop. MSD and WellStop have proposed to move beyond the perfunctory use of tīkanga and te reo Māori within their organisations and embark on a journey of engagement to embed a Māori worldview, values and processes across the whole of their organisations from leadership to frontline. For MSD, which is one of the largest government organisations in New Zealand, this is no small feat, and WellStop, while it is a smaller organisation, is an industry leader for their sector in combating harmful sexual behaviour.</p> <p>What underpins the process of developing their Māori responsive policies is vitally important. With this in mind, this thesis includes first-hand accounts from Hohepa Patea, the Principal Māori Advisor for MSD, and Mark King, the Chief Executive Officer for WellStop. Their contribution to this thesis has revealed many commonalities in the development of the Māori policies for both organisations.</p> <p>The findings show that while MSD has been influenced to develop policies that are responsive to Māori due to governmental aspirations to address Māori social and economic conditions reflected in negative statistics, WellStop is influenced by the parameters set by the expectations of government organisations, the standards set by Level 2 accreditation (Ministry of Social Development, 2020 (a)), and professional registration bodies (Social Workers Registration Board, n.d. (1); New Zealand Association of Counsellors - Te Roopu Kaiwhiriwhiri o Aotearoa, n.d. (3)). I will elaborate on the similarities in the stages of development in each organisations’ policies: the use of whakataukī and karakia, whose inspirational words anchor their policies in mātauranga Māori; the establishment of strong Māori leadership, knowledgeable in mātauranga Māori and tīkanga to ensure the policies’ cultural efficacy and to drive the mauri of the policies from the top down; researching each organisations’ previous and current policies that pertain to Māori to understand the past and develop more effective policies; and finally, the merit of utilising tīkanga processes when engaging with Māori staff, whānau, hapū and iwi.</p> <p>What cannot be denied is the influence of Hohepa and Mark’s background knowledge of mātauranga Māori and their heart and drive to see their organisations operate from a Te Ao Māori perspective. Regardless of other influences, they intend to make spaces and places better for Māori whānau who access their services. Hohepa and Mark are clear that embedding a Māori worldview and values across their organisations is the primary focus. One of the most crucial common denominators in both organisations’ policies is a clear understanding of the importance of keeping people front of mind to ensure that the policies are developed with a powerful sense of manaakitanga and kaitiakitanga.</p> <p>He aha te mea nui i tenei Āo? Māku e kī atu.</p> <p>He tangata! He tangata! He tangata!Nā Meri Ngāroto</p>

The Creation and Implementation of Māori Policies

<p><b>Policy that affects Māori is not new. It has existed since the first Europeans arrived in New Zealand. Some have been created where Māori are external to its development. Some have been developed based on engagement with Māori but have been influenced by a Eurocentric perspective. Yet others have been developed by Māori for Māori.</b></p> <p>This thesis presents some of the historical, social, and economic factors that have influenced the need for government and non-government organisations to develop policies that are more responsive to the needs and aspirations of Māori. It will also demonstrate that despite a myriad of policy, legislative, and strategic changes that have progressively shifted towards responsiveness to Māori, not much has been achieved statistically, highlighting a need for policies that are significantly different from that which has already been tried. In the current political climate, we find ourselves in an exciting time where the government is endorsing a more Māori worldview philosophy. One that acknowledges that previous policy, legislative and strategic change, has only been minimally effective. Moreover, one that understands that it is imperative to the wellbeing of Māori and, by extension, the social development of New Zealand to develop new policies that will make a significant and lasting positive change for Māori.</p> <p>This thesis aims to understand why organisations find it necessary to develop Māori responsive policies and how Māori policy is formulated and implemented in the current political climate. The associated aims are to identify commonalities and best practices in the development of Māori policy and understand what Māori policymaking involves.</p> <p>This thesis will analyse two examples of Māori policy development and implementation: one from a government agency, the Ministry of Social Development (MSD) and one from a non-governmental organisation, WellStop. MSD and WellStop have proposed to move beyond the perfunctory use of tīkanga and te reo Māori within their organisations and embark on a journey of engagement to embed a Māori worldview, values and processes across the whole of their organisations from leadership to frontline. For MSD, which is one of the largest government organisations in New Zealand, this is no small feat, and WellStop, while it is a smaller organisation, is an industry leader for their sector in combating harmful sexual behaviour.</p> <p>What underpins the process of developing their Māori responsive policies is vitally important. With this in mind, this thesis includes first-hand accounts from Hohepa Patea, the Principal Māori Advisor for MSD, and Mark King, the Chief Executive Officer for WellStop. Their contribution to this thesis has revealed many commonalities in the development of the Māori policies for both organisations.</p> <p>The findings show that while MSD has been influenced to develop policies that are responsive to Māori due to governmental aspirations to address Māori social and economic conditions reflected in negative statistics, WellStop is influenced by the parameters set by the expectations of government organisations, the standards set by Level 2 accreditation (Ministry of Social Development, 2020 (a)), and professional registration bodies (Social Workers Registration Board, n.d. (1); New Zealand Association of Counsellors - Te Roopu Kaiwhiriwhiri o Aotearoa, n.d. (3)). I will elaborate on the similarities in the stages of development in each organisations’ policies: the use of whakataukī and karakia, whose inspirational words anchor their policies in mātauranga Māori; the establishment of strong Māori leadership, knowledgeable in mātauranga Māori and tīkanga to ensure the policies’ cultural efficacy and to drive the mauri of the policies from the top down; researching each organisations’ previous and current policies that pertain to Māori to understand the past and develop more effective policies; and finally, the merit of utilising tīkanga processes when engaging with Māori staff, whānau, hapū and iwi.</p> <p>What cannot be denied is the influence of Hohepa and Mark’s background knowledge of mātauranga Māori and their heart and drive to see their organisations operate from a Te Ao Māori perspective. Regardless of other influences, they intend to make spaces and places better for Māori whānau who access their services. Hohepa and Mark are clear that embedding a Māori worldview and values across their organisations is the primary focus. One of the most crucial common denominators in both organisations’ policies is a clear understanding of the importance of keeping people front of mind to ensure that the policies are developed with a powerful sense of manaakitanga and kaitiakitanga.</p> <p>He aha te mea nui i tenei Āo? Māku e kī atu.</p> <p>He tangata! He tangata! He tangata!Nā Meri Ngāroto</p>

A Virtual Approach to Promote Inter-Professional Learning (IPL) Between Biomedical Science and Medicine in Higher Education for the Benefit of Patient Care

In the clinical setting, collaboration between multidisciplinary teams is core to providing effective patient care. The delivery of traditional interprofessional education is associated with a number of logistical challenges, which were heightened by the Covid-19 pandemic. This workshop was developed to bring together Biomedical Science and Medical students using an online platform. The workshop consisted of (1) defining interprofessional education, (2) introducing the role of the Pathology laboratory, (3) Professional registration with regulatory bodies and (4) an insight into Covid-19 laboratory diagnosis. The session was supported by mixed group breakout rooms and interactive polling. Thirty four percent of students completed a post-workshop online survey which included open and closed questions. Thematic analysis revealed a better understanding the role of the pathology laboratory in diagnosing disease, an increased awareness of the similarities and differences in the roles of a Biomedical Scientist and a Medic and the importance of a multi-disciplinary team in achieving effective patient care. Quantitative analysis of survey data revealed that the majority of students reported positive experiences of interprofessional education online. Approximately 90% of students agreed that the workshop enabled them to increase their understanding of their own roles within healthcare, in addition to increasing their understanding of the roles of other healthcare professionals. 74.3% of participants reported that working with students from a different programme provided an alternative perspective. Seventy nine percent of students agreed that the online format enabled interactivity and discussion of the tasks. Of the 204 students, 85% engaged with the four polls during the workshop. This online workshop enabled discussion between degree programmes, enabled interactivity and allowed the learning outcomes to be met. Universities should embrace online platforms to provide a novel, engaging and effective interprofessional educational experience.

Student experiences of a return to practice programme: a qualitative study

Background: Nurses, midwives and other health professionals who return to practice come from a range of backgrounds and return for a variety of reasons. Much of the research on return to practice concerns programme provision rather than returnee experience. Aim: This qualitative study focused on the experiences of nursing, midwifery and allied health students undertaking a return to practice programme at a higher education institute. It interpreted the perceptions of the student experience of returning to clinical practice following a lapse in professional registration. Methods: Data collection methods were qualitative and involved focus groups. Findings were analysed using thematic analysis. Findings: Several themes and subthemes emerged from the data, including ‘the importance of returnee identity’ and ‘challenges and barriers’. Findings demonstrated different approaches to and influences on returnees' learning journeys. Conclusion: Previous knowledge, skills and experience were often hidden from view and hard to explain although crucial to returnee success.

How do power and hierarchy influence staff safety in maternity services?

Background There are considerable tensions for healthcare staff between their employee allegiance and contracts, patient safety, and their responsibilities to codes of conduct within professional registration, and the NHS Constitution. Aims The research aim was to identify how power and hierarchy influence staff safety in maternity services and this was achieved by reviewing research papers concerned with personal narratives of staff experiences and perspectives of employment in their profession. Methods This systematic narrative review was based on the approach of a narrative synthesis, with papers coded using Nvivo software. Findings Power and hierarchy influence staff safety in maternity services by creating challenges to staff safety, which appear to essentially derive from poor communication. The workplace adversity described by participants seems to be linked with 1) psychological vulnerability 1.1) anxiety about the job, and 1.2) dysfunctional relationships, alongside 2) working conditions 2.1) poor organisational and structural conditions 2.2) institutional normalisation of dysfunctional relationships and 2.3) interpersonal elements feeding into an obstructive culture. Conclusion The negative influences of the cultural concepts of power and hierarchy on staff safety are significant within maternity services. Disconfirmation findings, those which stood out as different from the rest, evidenced the possibilities that healthy, psychologically safe working conditions could offer for healthcare staff in improving their prevailing culture.

United Kingdom Research study into Ethnicity And COVID-19 outcomes in Healthcare workers (UK-REACH): a retrospective cohort study using linked routinely collected data, study protocol

IntroductionCOVID-19 has spread rapidly worldwide, causing significant morbidity and mortality. People from ethnic minorities, particularly those working in healthcare settings, have been disproportionately affected. Current evidence of the association between ethnicity and COVID-19 outcomes in people working in healthcare settings is insufficient to inform plans to address health inequalities.Methods and analysisThis study combines anonymised human resource databases with professional registration and National Health Service data sets to assess associations between ethnicity and COVID-19 diagnosis, hospitalisation and death in healthcare workers in the UK. Adverse COVID-19 outcomes will be assessed between 1 February 2020 (date following first confirmed COVID-19 case in UK) and study end date (31 January 2021), allowing 1-year of follow-up. Planned analyses include multivariable Poisson, logistic and flexible parametric time-to-event regression within each country, adjusting for core predictors, followed by meta-analysis of country-specific results to produce combined effect estimates for the UK. Mediation analysis methods will be explored to examine the direct, indirect and mediated interactive effects between ethnicity, occupational group and COVID-19 outcomes.Ethics and disseminationEthical approval for the UK-REACH programme has been obtained via the expedited HRA COVID-19 processes (REC ref: 20/HRA/4718, IRAS ID: 288316). Research information will be anonymised via the Secure Anonymised Information Linkage Databank before release to researchers. Study results will be submitted for publication in an open access peer-reviewed journal and made available on our dedicated website (https://uk-reach.org/).Trial registration numberISRCTN11811602.