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He Kaupapa Oranga Tahi: Working in partnership to grow the health workforce through tauira-assisted health services
Full text linkThe vision for He Kaupapa Oranga Tahi is to explore how we best generate sustainable, high quality, interprofessional clinical learning opportunities for our health tauira , while also providing accessible, low/no cost, quality health services to communities with high needs. To achieve this, we will continue engagement with community providers in the development of the proposed tauira-assisted health services. Our study investigating the feasibility of employing this teaching and learning approach is outlined in this report. Wintec is a subsidiary of Te Pūkenga, the newly formed implementation agency for the New Zealand Government Reform of Vocational Education. Consistent with Wintec values and mission, this innovative strategy generates opportunities for collaboration within Te Pūkenga, brings life to Wintec’s Tōia Mai framework, and builds on our existing success.
The kaupapa of this project advanced the following key objectives that sought to:
1. Determine the community need and explore community viewpoints and the feasibility of establishing culturally adept tauira-assisted health services to promote social wellbeing for communities in the Waikato Region.
2. Explore innovative ‘real world’ learning opportunities for Wintec tauira to learn industry-relevant skills in ways that are integrated into the cultural fabric of the communities we serve.
3. Identify opportunities and barriers to the development, implementation, and evaluation of a tauira-assisted health service involving Wintec tauira.
4. Enhance and extend opportunities for collaboration between two centres within Wintec: Centre for Sport Science and Human Performance and Centre for Health and Social Practice.
To address the key objectives of this enquiry, a mixed method study design was employed. First, we undertook a scoping review of the current literature on tauira-assisted health services in Aotearoa New Zealand. Secondly, we undertook an analysis of key Ministry of Health and ACC datasets to understand patterns of healthcare need in the community. Thirdly, we engaged in a three-fold consultation process with Wintec staff, other New Zealand education providers, and representatives from community-based organisations (Te Kōhao Health, K’aute Pasifika, and Rauawaawa Kaumātua Charitable Trust). Through collating and synthesising these data sources we have co-constructed a compelling case supporting the development of tauira-assisted health services.
The literature on tauira-assisted clinics in Aotearoa New Zealand demonstrated that such clinics offer students an opportunity to ‘give back’, to address healthcare gaps, and generate significant benefits across a range of learning and health domains. However, it was noted that establishing tauira-assisted clinics involves complex considerations, in particular curriculum design, ethical, financial and resource implications, and the most appropriate structure and educational model.
Ministry of Health and ACC data showed that the Huntly, Ngāruawāhia and Hamilton City communities have significant healthcare needs. Local rates of childhood immunisation could be improved, cancer represents a considerable healthcare burden, the number of claims made to ACC for accident or injuries may surprise, and mortality records reveal that many local deaths are from preventable causes. Especially notable is the prevalence of chronic conditions and significant health events, including the number of people living with diabetes, or with the potentially long-term effects of events such as stroke or heart attack. Clearly, addressing non-communicable diseases in our communities is critical.
Wintec staff expressed strongly that a tauira-assisted health service would need to be well resourced, and several mentioned logistics (such as finding an appropriate space and timetabling conflicts) as important considerations. Some staff noted the challenges of appropriate staffing, supervision, and workload. Authentic, ongoing consultation (with mana whenua, stakeholders, and the community) was mentioned by many staff as an essential prerequisite for success.
When comparing New Zealand tauira-assisted clinics which feature in the literature with those we identified via online searching, research networks, and snowball sampling we found more traditional and single-discipline clinics were less likely to have been written about. To widen our perspective, we reached out to kōrero with some of these clinics. Our discussions with providers confirmed an initial observation from the literature that clinics appeared to have limited levels of Māori consultation and involvement, including in the planning and operational phases. Representatives from clinics were universally positive about the opportunities and successes of clinics for tauira learning, but noted some important advice borne from their own experiences.
Our whakawhiti kōrero with community organisations improved our knowledge of local needs, and the opportunities for partnership in a tauira-assisted healthcare initiative. Those we talked to clearly valued existing relationships with Wintec and their prior/current experiences with tauira on placement. Their kōrero emphasised the benefits of tauira experiencing their services’ holistic, client-centred and culturally responsive models of care. They showed support for extending these relationships, which they saw as having potential benefits for their own organisations, Wintec and students. Despite these synergies and positive views, staff did note the challenges their organisations face relating to the structures and funding models they operate in, which do not necessarily align or reflect their models of care. Establishing and sustaining a tauira-assisted health initiative would require adequate resourcing, attention to client safety, align with organisation’s own goals and objectives and uphold their mana motuhake.
In drawing together the information from all these sources, seven key, evidence-based recommendations have been formulated. The recommendations support moving forward with the establishment of interprofessional clinical learning opportunities for our health tauira within the context of a tauira-assisted health service, specifically to:
1. Enhance tauira learning outcomes, develop a tauira-assisted health service designed to offer tauira sustainable, high quality learning experiences.
2. Build a culturally competent graduate workforce by ensuring any planned tauira-assisted health service delivers healthcare using culturally informed models of care and provides opportunities for engaging in Kaupapa Māori practices.
3. Contribute in local responses to community needs by developing a tauira-assisted health service in the Waikato Region.
4. Facilitate interprofessional education by ensuring the planned tauira-assisted health service is interprofessional by design.
5. Genuinely partner with Tangata Whenua/Hapori with a formalized governance model that explicitly outlines the partnership approach to developing a tauira-assisted health service.
6. Develop a financially viable option to undertake a pilot, while seeking funding options for a larger clinic by semester one 2023
7. Effectively pilot and evaluate a tauira-assisted health service, seek health provider status to enable capacity to conduct a pilot within the Waikato subsidiary of the Te Pūkenga network or in partnership with a local provider, capitalising on current resources and infrastructur
How to find a Morepork
Full text linkIn a previous blog (https://www.2040.co.nz/blogs/news/first-morepork-automatically-identified), you may have read about how I started down the road of automatically detecting morepork calls. Since then I’ve made some further progress and thought I’d share the journey so far with you
Panel presentation: The Bloomsbury Handbook of Rock Music Research, IASPM-UK, London Calling Online Conference, Thursday 3 June 2020.
No full textThis was part of the International Association for the Study of Popular Music online conference, held between May and July 2020. This panel discussion involved select international contributors to The Bloomsbury Handbook of Rock Music Research (to be published in 2020) speaking about their chapters, and then engaging in a Q&A
Reading assessment as developmental tracking: A Vygotskyan perspective
Full text linkIn this report, we outline how intent statements can be used to identify high-frequency reading needs for a cohort of learners whose performance has been measured by a complex-adaptive reading assessment. Working from the assumption that intent statements, associated with incorrect item responses, represent a random sample of learner needs beyond their current level of knowledge and skill, we analysed the composite set of intent statements for incorrect items for a cohort of 39 learners. We outline the sub-components associated with the top-4 intent statements, followed by cross-tabulations to show the step level at which learning activities could be pitched to ensure that the distance between current and undeveloped skills and knowledge was not too great. Our approach, aligned with Vygotsky’s (1978) notion of the zone of proximal development, derives from the complex-adaptive test (CAT) functionality associated with the online version of the Literacy and Numeracy Assessment Tool (LNAT) in use in the tertiary sector in New Zealand
Categorization: Genre, Style, Idiolect, and Beyond
No full textThis chapter addresses the act of categorising music, with a primary focus on the concepts of genre, style, and idiolect as utilised in rock music research. Having presented brief definitions of these and several other related concepts, I explore the different ways in which one can understand the relationships between them. Many pieces of the literature posit hierarchical relationships between genre and style, and style and idiolect; however, I suggest that comparatively independent relationships between the concepts may yield fruitful analytical results, allowing one to understand in greater nuance the ways in which rock artists sit within broader musical contexts, in both style and genre terms. In the final section, I promote several areas of enquiry requiring further research, as pertaining to the historical dimensions of styles—namely, what is meant and implied when we add temporal qualifiers to existing style and genre labels
Escaping the anthropo art scene in Aotearoa
Full text linkRecent posthumanist critique of the Anthropocene’s metaphysical underpinnings are grounded in the same cultural trajectories that such critiques seek distance from. Eurocentric realist and new materialist approaches tend to rely on scientific objective knowledge, without acknowledging how such claims are themselves culturally produced. Existing Māori and Indigenous philosophies on the interrelated nature of the universe may however provide some critical insights into engaging with these Western cultural presuppositions
A zero-trust federated identity and access management framework for cloud and cloud-based computing environments
No full textIdentity and Access Management (IAM) is an important aspect of information security. The deployment of cloud computing (CC) and cloud-based computing (CbC) creates a complex information security scenario involving multiple global stakeholders and geographically dispersed infrastructures. Therefore, implementing IAM in CC/CbC requires the consideration and consolidation of multiple factors. A trust-based approach towards information security may not be a credible option for the CC/CbC environment as trust-based relationships among different architectural elements and including human beings may pose an additional security threat to the cloud space. In this paper, we propose a zero-trust framework for federated IAM in CC/CbC. The proposed framework deploys a decentralised approach towards IAM that aims to minimize any single entity’s controlling power over the digital assets in the CC/CbC space. The critical component of the proposed framework is the decentralised audit log
A case study of work-integrated learning with Design Factory New Zealand
No full textDesign Factory New Zealand is a problem solving and learning space which brings together students, industry and community leaders who are then facilitated as a team to co-create a solution to a complex challenge.
Students working within Design Factory are placed into inter-disciplinary teams which will therefore have a diverse range of study backgrounds (such as Engineering, Business, Information Technology, Media Arts, and Sports Science). Students are therefore able to learn from each other, challenge each other and see the value of co-creating on challenges beyond their own disciplines and thought patterns.
Design Factory New Zealand provides students the opportunity to work in new ways; to develop creativity, empathy, and communication; which enables each participant to be more prepared for the workplace of the future.
Work-integrated learning (WIL) is the intentional integration of theory and practice to help prepare graduates in securing work within industry.
Feedback from approximately 150 students and 10 industry partners has been collected on different aspects of the project journey for each semester since the inception of Design Factory in 2017.
This presentation will focus on the deliberate interactions the Design Factory New Zealand has provided between industry and students that have been implemented to benefit both groups.
We will share the key findings (anecdotal in some parts) from the parties involved and discuss where our main findings are taking us in the future
Literature review: Effective teamwork and team diversity in engineering education
Full text linkCONTEXT
Given the prevalent use of heterogeneous teams in education and the workplace, the engineering community has been calling on educators to embed team diversity into the team-based activities as a simulation of the real work environment. However, in engineering classrooms, like many others, students often dislike working in diverse groups, instead choosing to work with those of the same background as themselves. Such a preference limits the students’ capacity to communicate or work cooperatively with those from diverse backgrounds (Wilson-Medhurst, 2016) and arises from a lack of understanding of the skills, practices and social attitudes engineering graduates require and the nature of the work they do (Trevelyan, 2009). Adopting a teamwork culture by students of different cognitive abilities and demographics with high social integration will lead eventually to more innovative solutions to engineering problems, as well as developing the necessary expertise to become professional engineers (Murzi et al., 2020). In engineering fields, research proves that diverse teams can generate more innovative solutions and products to suit a wide range of users. Guillaume et al. (2017) stressed the importance of diversity to facilitate the elaboration of task-relevant information which leads to innovation and better decision‐making. Diverse teams are more likely to constantly re-examine facts, remain objective and avoid restricted thinking (Rock & Grant, 2016).
PURPOSE OR GOAL
In this review, we aim to explain the impact of team diversity on team performance using two metrics: team qualitative and quantitative outcomes; and team social integration.
APPROACH OR METHODOLOGY/METHODS
We examine the impact of team diversity on team performance by reviewing the literature on diversity of teams. Addressing diversity in the curriculum can be done through active learning approaches and teamwork activities (Curşeu & Pluut, 2013). These approaches provide an environment that is more aligned to the professional environment than ‘traditional’ teaching methods and provide a context to develop the social skills that empower students in different disciplines but specifically effective teamwork (Hsiung, 2012). Structured, team-based activities can offer multiple learning opportunities and identify challenging cultural diversity and people-based issues that students are likely to come across during their study (Sleeter, 2001).
CONCLUSIONS
The literature reviewed in this paper found that team diversity was more likely to positively impact on the first performance metric (quality and quantity of outcomes), but the results on the second metric were mixed (social integration)
Entrepreneurship in academia
Full text linkThis session is for Design Factory Representatives (or close associations with DF's).
A collaborative discussion from anyone that is interested in the topic Entrepreneurship in Academia. The discussion will leverage off the previous talk from Dani McFeran but also to discuss new thoughts and ideas