| Records |
| Author |
Ramsden, I. |
| Title |
Cultural safety and nursing education in Aotearoa and Te Waipounamu |
Type |
|
| Year |
2002 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Cultural safety; Maori; Nursing; Education |
| Abstract |
The research on which this thesis is based involves both a private narrative and a public narrative, with the story of cultural safety, and the history, theory and the future direction gathered into one qualitative work. The work is divided into three sections. The first is entitled, Ko Wai Matou? The Private Narrative. This section seeks to explore the historical, social, educational, physical, emotional, political and moral influences and ephiphanies which brought about the personality which introduced cultural safety ideas into nursing and midwifery. Early nursing practice is investigated and examples from practice are used to illustrate learning and consolidation of the ideas which led to Cultural Safety Theory. The second section is entitled He Huarahi Hou: A New Pathway. This section explains the progress of the theory and its relationship to education pedagogy and to nursing practice. Comparison between the work of Madeline Leininger and the Transcultural Theory of Nursing and the New Zealand concept of cultural safety is undertaken. The role and application of the Treaty of Waitangi to the theory of cultural safety is explored in this section. The third section, entitled He Whakawhanuitanga: The Public Narrative, looks at the introduction of cultural safety into the nursing education system and its implementation. The public and media reaction to the inclusion of cultural safety in the national examination for nursing registration and the subsequent parliamentary response are noted. The interviews with nursing and midwifery leadership, Maori and pakeha key players in the process and consumer views of the ideas are documented and pertinent excerpts have been included. The work concludes with a discussion on the likely future of cultural safety as a theory and in practice and outlines several issues which represent a challenge to the viability of the concept in nursing and midwifery education. The author notes that the story of cultural safety is a personal story, but also a very public one. It is set in neo-colonial New Zealand, but has implications for indigenous people throughout the world. It is about human samenesses and human differences, but is also a story about all interactions between nurses and patients because all are power laden. Finally, she points out that, although it is about nursing, it is also relevant to all encounters, all exchanges between health care workers and patients. |
Call Number  |
NRSNZNO @ research @ |
Serial |
486 |
| Permanent link to this record |
| |
|
| |
| Author |
Roberts, M.H. |
| Title |
An exploration of the experiences of Maori nurses in Aotearoa/New Zealand |
Type |
|
| Year |
2004 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Maori; Nursing; Cultural safety; History |
| Abstract |
The author describes the purpose of her writing as exploring the journeys that Maori have experienced within the nursing profession of Aotearoa/New Zealand. It presents the reader with insight into these journeys by examining a broad range of events and experiences from pre European contact up to contemporary times. The intention of providing these insights is for the reader to be made aware of not only the “uniqueness” that Maori nurses bring to the profession in New Zealand but to give voice to the many untold experiences of Maori nurses. The Nursing Council of New Zealand (NCNZ), numerous Maori and non- Maori academics have long acknowledged the uniqueness of Maori health perspectives and needs. However, the author notes there is limited literature which specifically discusses experiences of Maori consumers of health services and until recently, exploration of the experiences of Maori nurses has been limited. The Ministerial Taskforce of Nursing (1998) identified the paucity of research related to Maori nursing and acknowledges the need for Maori nurses to develop a body of knowledge specifically focused in this area. To this end, the author intended that this work would contribute to the increasing body of knowledge regarding this unique group within the nursing profession of Aotearoa/New Zealand.The discussion includes revisiting the history of nursing in Aotearoa/New Zealand and critiquing the participation of Maori nurses. The experiences of Maori nurses and students from within the education sector is detailed with a particular focus on their experiences of Kawa Whakaruruhau / Cultural safety. Contemporary issues for Maori nurses are critiqued and possible solutions offered along with details of the writer's vision for the future direction of Maori within the wider nursing profession in Aotearoa/New Zealand. |
| Call Number |
NRSNZNO @ research @ |
Serial |
593 |
| Permanent link to this record |
| |
|
| |
| Author |
Spence, D. |
| Title |
The evolving meaning of 'culture' in New Zealand nursing |
Type |
Journal Article |
| Year |
2001 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
17 |
Issue |
3 |
Pages |
51-61 |
| Keywords |
Cultural safety; Biculturalism; History of nursing; Maori |
| Abstract |
The author traces the nursing definition of biculturalism as it has evolved from the colonial period to the present. An examination of nursing literature demonstrates that local understandings of culture have matured beyond anthropological interpretations to a sociopolitical definition of Maori culture. The author suggests that, in nursing, culture has come to mean cultural safety. |
| Call Number |
NRSNZNO @ research @ |
Serial |
625 |
| Permanent link to this record |
| |
|
| |
| Author |
Spence, D. |
| Title |
Hermeneutic notions augment cultural safety education |
Type |
Journal Article |
| Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
| Volume |
44 |
Issue |
9 |
Pages |
409-414 |
| Keywords |
Cultural safety; Nursing; Education; Transcultural nursing |
| Abstract |
In this article, the author integrates literature pertaining to the implementation of kawa whakaruruhau, or cultural safety, with the findings of a hermeneutic project that described the experience of nursing people from cultures other than one's own. It is argued that the Gadamerian notions of “horizon,” “prejudice,” and “play” can be used to facilitate understanding of the tensions and contradictions inherent in cross-cultural practice. Strategies are recommended that enable students to explore the prejudices, paradoxes, and possibilities experienced personally and professionally. |
| Call Number |
NRSNZNO @ research @ |
Serial |
704 |
| Permanent link to this record |
| |
|
| |
| Author |
Lewis-Clarke, G.M.E. |
| Title |
Whanau and whanaungatanga issues affecting Maori achievement in tertiary nursing education |
Type |
Report |
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Maori; Nursing; Education; Students; Cultural safety |
| Abstract |
|
| Call Number |
NRSNZNO @ research @ |
Serial |
804 |
| Permanent link to this record |
| |
|
| |
| Author |
Leeks, O. |
| Title |
Lesbian health: Identifying the barriers to health care |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Attitude of health personnel; prejudice; cultural safety |
| Abstract |
Homosexuality has been practiced since ancient times, but through the centuries this expression of sexual identity has moved from being acceptable to unacceptable and finally regarded in a contemporary era as a mental health problem that needed to be, and it was thought could be, cured. This paper focuses on the barriers that lesbian women perceive when wanting to access health care. Most of the research about lesbian women has been conducted in the United States with some in the United Kingdom, Canada and New Zealand. Through reviewing the available literature and grouping common themes, the author identifies three main barriers to health care that exist for lesbian women. Firstly, ignorance or insensitivity of the health care professional about the specific health care needs of this client group; secondly, homophobia or heterosexism that may be present in the health care environment; and thirdly the risk of disclosing one's sexual orientation. These barriers are discussed using the concepts of cultural safety and nursing partnership. The author concludes that the negative health care experiences that lesbian women encounter leave them feeling vulnerable and fearful. This fear and stigmatisation has resulted in lesbian women becoming an 'invisible' community. It is the assumption of heterosexuality that immediately places the lesbian woman at a disadvantage and this potentially may produce missed opportunities to provide individualised care to the lesbian client. The purpose of this work is to encourage discussion within nursing to challenge attitudes and the approach to women who identify as lesbian. The author hopes that this paper will contribute to the increasing body of knowledge in regard to this client group. |
| Call Number |
NRSNZNO @ research @ |
Serial |
816 |
| Permanent link to this record |
| |
|
| |
| Author |
McKinney, C.; Cassels-Brown, K.; Marston, A.; Spence, D. |
| Title |
Linking cultural safety to practice: Issues for student nurses and their teachers |
Type |
Journal Article |
| Year |
2005 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
|
| Volume |
|
Issue |
13(1) |
Pages |
|
| Keywords |
Students; Cultural safety; Teaching methods; Nursing; Education |
| Abstract |
Student nurses rely on their teachers, both academic and clinical, to assist them to develop their capacity to practice safely. Yet, in relation to cultural safety, relatively little has been written to assist the integration of theoretical knowledge to the world of practice. This article presents the findings of a small project undertaken by lecturers whose experiences supporting students' learning during clinical placements in Auckland stimulated interest in the students' attempts to use their classroom learning to begin their journey towards culturally safe nursing practice. A qualitative descriptive approach was used to explore the experience of nursing clients from cultures other than one's own and to describe culturally safe practice from the perspective of third year students. |
| Call Number |
NRSNZNO @ research @ |
Serial |
862 |
| Permanent link to this record |
| |
|
| |
| Author |
Laracy, K. |
| Title |
Exploration of the self: The journey of one pakeha cultural safety nurse educator |
Type |
|
| Year |
2003 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Cultural safety; Teaching methods; Nursing; Education; Professional development; Transcultural nursing; Maori; Identity |
| Abstract |
Cultural safety is taught in all undergraduate nursing programmes in Aotearoa/New Zealand. There is a predominance of Pakeha nurse educators in teaching this content. There is little explanation of what being Pakeha entails. This perpetuates a silence and continues the dominant hegemonic position of Pakeha in Aotearoa/New Zealand. This study suggests that as Pakeha cultural safety nurse educators we examine our dominance and critique the delivery of cultural safety education. This autobiographical study undertakes to explore the Pakeha identity of a cultural safety nurse educator. The author discusses identity in the context of a globalised world, and challenges the idea of a definitive Pakeha identity. There are multiple descriptions of Pakeha, all underdeveloped and inadequate for the purposes of cultural safety education. In this study, the author uses the heuristic process of Moustakas (1990) and Maalouf's (2000) ideas of vertical and horizontal heritage to locate and present the essence of the self. In keeping with the purpose of cultural safety education, the author considers her ethnic cultural self as described by Bloch (1983) and explores Helms' (1990) theory of White racial identity development. This thesis describes the position of one Pakeha in the context of teaching cultural safety in an undergraduate nursing degree programme in Aotearoa/New Zealand. For Pakeha cultural safety nurse educators the author argues that exploration of one's heritages and location of a personal Pakeha identity is pivotal to progressing the enactment of cultural safety in Aotearoa /New Zealand. |
| Call Number |
NRSNZNO @ research @ |
Serial |
864 |
| Permanent link to this record |
| |
|
| |
| Author |
Richardson, F.I. |
| Title |
What is it like to teach cultural safety in a New Zealand nursing education programme? |
Type |
|
| Year |
2000 |
Publication |
|
Abbreviated Journal |
Massey University Library; NZNO Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Cultural safety; Nursing; Education; Transcultural nursing; Maori |
| Abstract |
|
| Call Number |
NRSNZNO @ research @ |
Serial |
872 |
| Permanent link to this record |
| |
|
| |
| Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
| Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
| Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
|
| Volume |
12 |
Issue |
2 |
Pages |
201-224 |
| Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
| Abstract |
This article outlines some key aspects of the practice of a number of nurse educators and researchers, and their commitment to the needs of their specific region. The group has been based at the Waikato Institute of Technology (WINTEC) over the last decade and have worked collaboratively across primary health, cultural safety, and child and family health domains of the nursing curriculum. They share a common philosophy underpinned by notions of diversity and health equity. The philosophy informs their theoretical inquiry, practice and research interests, and pedagogical concerns. In this article, the nurse researchers begin by situating themselves within the region, its people, and influences before moving into a consideration of the wider political and policy environment. They then consider the destabilising effects of cultural safety education and the tension between biculturalism and multiculturalism in their context. Finally, they reflect on how these ideas inform their work with postgraduate child and family nurses. |
| Call Number |
NRSNZNO @ research @ |
Serial |
883 |
| Permanent link to this record |
| |
|
| |
| Author |
Richardson, F.I.; Carryer, J.B. |
| Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
| Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
| Volume |
44 |
Issue |
5 |
Pages |
201-208 |
| Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
| Abstract |
This article describes the findings of a research study on the experience of teaching cultural safety. As a teacher of cultural safety, the first author was interested in exploring the experience of teaching the topic with other cultural safety teachers. A qualitative approach situated in a critical theory paradigm was used for the study. The study was informed by the ideas of Foucault and feminist theory. Fourteen women between ages 20 and 60 were interviewed about their experience of teaching cultural safety. Five women were Maori and 9 were Pakeha. Following data analysis, three major themes were identified: that the Treaty of Waitangi provides for an examination of power in cultural safety education; that the broad concept of difference influences the experience of teaching cultural safety; and that the experience of teaching cultural safety has personal, professional, and political dimensions. These dimensions were experienced differently by Maori and Pakeha teachers. |
| Call Number |
NRSNZNO @ research @ |
Serial |
885 |
| Permanent link to this record |
| |
|
| |
| Author |
Wepa, D. |
| Title |
An exploration of the experiences of cultural safety educators in New Zealand: An action research approach |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of Transcultural Nursing |
Abbreviated Journal |
|
| Volume |
14 |
Issue |
4 |
Pages |
339-348 |
| Keywords |
Cultural safety; Nursing; Education; Teaching methods; Organisational culture; Maori |
| Abstract |
This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organisational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout. |
| Call Number |
NRSNZNO @ research @ |
Serial |
887 |
| Permanent link to this record |
| |
|
| |
| Author |
Smye, V.; Rameka, M.; Willis, E. |
| Title |
Indigenous health care: Advances in nursing practice |
Type |
Journal Article |
| Year |
2006 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
| Volume |
22 |
Issue |
2 |
Pages |
142-154 |
| Keywords |
Cultural safety; Transcultural nursing; Cross-cultural comparison; Nursing; Education |
| Abstract |
In this introduction to a special issue on nursing with indigenous peoples, the authors affirm the need for continued application of tools and strategies for thinking critically about issues of culture, history and race. Without these things, evidence of discriminatory policies and practices in the health system remain hidden to many health professionals. Attention to socio-political structures is as essential to promoting health and preventing illness as are nurses' activities with the individual clients. To develop critical consciousness in nursing requires educational strategies and frameworks that focus on the responsibilities and implications of practicing nursing in a postcolonial context where race and power continue to create patterns of inclusion and exclusion in health care settings. The authors suggest that many contemporary nursing programmes fail to provide such strategies and frameworks, and argue that nursing must view critical analyses of these issues as central aspects of nursing education, research, theory and practice. They go on to engage with the notion of cultural safety as a means of fostering a critical political and social consciousness in nursing to create an opportunity for social transformation. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1037 |
| Permanent link to this record |
| |
|
| |
| Author |
Arcus, K.J.; Wilson, D. |
| Title |
Choosing Whitireia as a political act: Celebrating 20 years of a nurse education at Whitireia Community Polytechnic 1986-2006 |
Type |
Journal Article |
| Year |
2006 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
| Volume |
13 |
Issue |
|
Pages |
12-24 |
| Keywords |
Cultural safety; Curriculum; Nursing; Education |
| Abstract |
In 2006, Whitireia Community Polytechnic celebrates 20 years of tertiary education. Nursing was one of the first courses to start at the new Parumoana Community College in February 1986. Oral histories, gathered from the women who have been the leaders of the undergraduate nursing programme throughout these two decades, form the basis of this article. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1038 |
| Permanent link to this record |
| |
|
| |
| Author |
Richardson, S. |
| Title |
Aoteaoroa/New Zealand nursing: From eugenics to cultural safety |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Inquiry |
Abbreviated Journal |
|
| Volume |
11 |
Issue |
1 |
Pages |
35-42 |
| Keywords |
Cultural safety; History of nursing; Nursing philosophy |
| Abstract |
The concept of cultural safety offers a unique approach to nursing practice, based on recognition of the power differentials inherent in any interaction. Clarification of the concept is offered, together with a review of the historical shift in nursing attitudes that has led to the emergence of “cultural safety” as a viable and valued component of nursing practice. The argument is made that cultural safety has allowed for a more reflective, critical understanding of the actions of nursing to develop. This includes recognition that nurses' attitudes and values have inevitably been influenced by social and political forces, and as such are in part reflective of those within the wider community. Comparison between the support given by nurses in the early 1900s to the theory of eugenics and the current acceptance of cultural safety is used to highlight this point. An examination of the literature identifies that ideological and conceptual changes have occurred in the approach of Aoteaoroa/New Zealand nurses to issues with cultural implications for practice. A review of background factors relating to Maori health status and the Treaty of Waitangi is presented as a necessary context to the overall discussion. The discussion concludes with an acknowledgement that while the rhetoric of cultural safety is now part of nursing culture in New Zealand, there is no firm evidence to evaluate its impact in practice. Issues identified as impacting on the ability to assess/research a concept, such as cultural safety, are discussed. For cultural safety to become recognised as a credible (and indispensable) tool, it is necessary to further examine the “end-point” or “outcomes” of the process. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1062 |
| Permanent link to this record |
