Reflexivity in Practice

1. 16thSouth Pacific Nurses Forum-Melbourne Australia 2012 Reflexivity in Practice A cultural journey of nurturing the growth of Indigenous Māori Registered Nurses Presented by Denise Rangitewhakaipo Riini

2. MihiPepeha- 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

3. Background 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

4. Reflexivity A Māori Worldview-Te Ao Maori Whakapapa (genelogy) Kaipurakau (Story telling) Moteatea (lamenting song) Tukutuku (weaving) Whakairo (carving) Waiata (Song) A Nursing World View • Past • Present • Future 16th South Pacific Nurses Forum- Melbourne Australia 2012

5. 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 16th South Pacific Nurses Forum- Melbourne Australia 2012

6. A Māori World view-Te Ao Māori Inclusive within the constructs of the whanau Opportunity to engage in Matauranga (knowledge/education) Māori Whakapapa encased in values and beliefs Connection to resources 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. 16th South Pacific Nurses Conference-Melbourne Australia 2012

7. Reflexivity “Justice system overwhelmed with Māori” Māori Protest - Wanting land returned” Non Māori World View Restrictions because of my ethnic ties Negativity of things Māori Stereotypical views Monocultural views Assimilation to the main view “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 on the rise” 16th South Pacific Nurses Conference-Melbourne Australia 2012

8. 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 16th South Pacific Nurses Forum – Melbourne Australia 2012

9. Aim of the Pastoral Relationship: TinoRangatiratanga –Self determination Whakakotahi Mana Motuhake Māori Principle of Maori unity and belonging with a common goal “Walking alongside students in their journey” NgaMatatini Māori • Maori autonomy through controlling own pathway • “ Providing the tools to strengthen students self determination” • Acknowledges that Māori come from diverse backgrounds “Support regardful of unique world view” Durie, M. (1995) TinoRangatiratanga: Maori Self Determination, He Pukenga Korero, A Journal of Maori Studies. 1(1), 44-53 16th South Pacific Nurses Forum-Melbourne Australia 2012

10. Holistic view of the Pastoral care relationship • Te Wheke Pere, R. T. (1997). Te Wheke: A celebration of infinite wisdom.Gisborne: AkoAko Global Learning New Zealand Ltd. 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

11. Holistic view of the Pastoral care relationship Te taha Whanau-social wellbeing 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 Maori students and staff who attended National conference in 2010, Christchurch NZ. 16th South Pacific Nurses Forum-Melbourne Australia 2012

12. Holistic view of the Pastoral care relationship Te tahaHinengaro- 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. Te taha Tinana-physical wellbeing • Supporting students physical wellbeing • Support with reducing smoking • Education and support with pregnancy • Education Support with menopause 16th South Pacific Nurses Forum-Melbourne Australia 2012

13. Holistic view of the Pastoral care relationship Te tahaWairua- spiritual wellbeing Providing a forum for spiritual wellbeing-marae Encouraging students to realise their potential Advocacy Caring for students wellbeing Te tahaWhatumanawa-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 16th South Pacific Nurses Forum-Melbourne Australia 2012

14. Holistic view of the Pastoral care relationship 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 Te Mana-diverse worldview • Provide a forum that supports students unique te Ao Māori viewpoint • Being Genuine • Maintain each persons mana 16th South Pacific Nurses Forum-Melbourne Australia 2012

15. Reflexivity 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- NgaMatatini 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.

16. 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

17. Conclusion 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.

18. Waiata 16th South Pacific Nurses Forum-Melbourne Australia 2012 He moemoea, he wawata, he wero A dream a vision, a challenge He hikoi, he tiaki I etahiatu, 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 wero A dream a vision, a challenge

19. Acknowledgements 16th South Pacific Nurses Forum-Melbourne Australia 2012 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.

20. References 16th South Pacific Nurses Forum-Melbourne Australia 2012 Durie, M. (2003). NgaKahuiPou: 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) TinoRangatiratanga: 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: AkoAko Global Learning New Zealand Ltd.