title: Developing nursing competence: Future proofing nurses for the changing practice requirements of 21st century healthcare.

authors: Weeks, Keith

abstract: There's a conundrum that is taxing us at the moment – how can we see into the future to know what we need to know, to be prepared for things to come? Obviously none of us has the actual ability to ‘see’ into the future, but we are very good at distilling trends from the past, projecting them forwards and developing plans for action in the here and now. We try to create what Alvin Toffler calls ‘time spanners’ – things to connect us to the future (Toffler, 1970). However, the further we move away from today, the more uncertain we become about our predictions and our ability to cope: our spanners are too short. We can see elements of this conundrum in the preamble to the UK Nursing and Midwifery Council (NMC) draft Standards of Proficiency for Registered Nurses, the council stated that:
“Registered nurses provide care to people at every stage of life across all care settings. They work in the context of continual change, challenging environments, growing diversity and rapidly evolving technologies. It is therefore essential that they are equipped with the knowledge, confidence and transferrable skills needed to respond to these demands. (NMC, 2017, p.3)”

text: Developing nursing competence: Future proofing nurses for the changing practice requirements of 21st century healthcare. There's a conundrum that is taxing us at the moment – how can we see into the future to know what we need to know, to be prepared for things to come? Obviously none of us has the actual ability to ‘see’ into the future, but we are very good at distilling trends from the past, projecting them forwards and developing plans for action in the here and now. We try to create what Alvin Toffler calls ‘time spanners’ – things to connect us to the future (Toffler, 1970). However, the further we move away from today, the more uncertain we become about our predictions and our ability to cope: our spanners are too short. We can see elements of this conundrum in the preamble to the UK Nursing and Midwifery Council (NMC) draft Standards of Proficiency for Registered Nurses, the council stated that:
“Registered nurses provide care to people at every stage of life across all care settings. They work in the context of continual change, challenging environments, growing diversity and rapidly evolving technologies. It is therefore essential that they are equipped with the knowledge, confidence and transferrable skills needed to respond to these demands. (NMC, 2017, p.3)”

year: 2017

title: Sexual health practices of 16 to 19 year olds in New Zealand: an exploratory study.

authors: Ellis, Sonja J.

abstract: INTRODUCTION New Zealand sexual health surveillance data suggest that young people aged 15-19 years are at considerable risk of contracting sexually transmitted infections. Although there is an established body of international research around sexual behaviours and sexual health practices among teenagers, there is a dearth of local research focusing on this age group. AIM The aim of this study was to explore the sexual repertoires and sexual health practices among teenagers in New Zealand with a view to better understanding levels of risk in this age group. 
METHODS This study comprised a cross-sectional online survey designed to ask questions about sexual behaviours. A convenience sample of young people (n=52) aged 16-19 years living in New Zealand completed the survey. 
RESULTS Most participants (71.2%) were sexually active, reporting engagement in a range of sexual practices. The most commonly reported sexual behaviours were penis-in-vagina sex (86.5%) and oral sex with a person-with-a-penis (81.1%). Infrequent and inconsistent use of barrier protection across all types of sexual behaviour was also reported. 
DISCUSSION The findings of this study highlight the importance of ensuring that young people have access to sexual health education that routinely includes health information and advice addressing the full range of sexual practices, regardless of the identity classifications they may use, or that may be attributed to them.

text: Sexual health practices of 16 to 19 year olds in New Zealand: an exploratory study. INTRODUCTION New Zealand sexual health surveillance data suggest that young people aged 15-19 years are at considerable risk of contracting sexually transmitted infections. Although there is an established body of international research around sexual behaviours and sexual health practices among teenagers, there is a dearth of local research focusing on this age group. AIM The aim of this study was to explore the sexual repertoires and sexual health practices among teenagers in New Zealand with a view to better understanding levels of risk in this age group. 
METHODS This study comprised a cross-sectional online survey designed to ask questions about sexual behaviours. A convenience sample of young people (n=52) aged 16-19 years living in New Zealand completed the survey. 
RESULTS Most participants (71.2%) were sexually active, reporting engagement in a range of sexual practices. The most commonly reported sexual behaviours were penis-in-vagina sex (86.5%) and oral sex with a person-with-a-penis (81.1%). Infrequent and inconsistent use of barrier protection across all types of sexual behaviour was also reported. 
DISCUSSION The findings of this study highlight the importance of ensuring that young people have access to sexual health education that routinely includes health information and advice addressing the full range of sexual practices, regardless of the identity classifications they may use, or that may be attributed to them.

year: 2020

title: Honouring Te Tiriti o Waitangi through addressing racism in universities

authors: Waitoki, Waikaremoana

abstract: Executive summary
The WERO team conducted two studies on university documents to identify how universities articulate
their commitments to Te Tiriti o Waitangi and address inequities for Māori within tertiary education. The
first study, which is a case study of a university’s Treaty Statement, highlighted the university’s limitations
in empowering Māori to exercise tino rangatiratanga within various decision-making structures. The
second study, which scrutinises Māori representation across strategic documents of all universities,
revealed that universities reify whiteness by selectively interpreting Te Tiriti articles, pursuing targeted
Māori recruitment, portraying Māori as reliant on the Crown for success, commodifying mātauranga
Māori, and evading discussions about settler colonialism and racial equity.
Drawing from our findings and constitutional transformation documents such as Matike Mai (2016), we
proffer three recommendations to enable universities to more effectively uphold Te Tiriti o Waitangi:
1. Universities must clearly define the operation of settler colonialism and racism in each institution so
that sustainable anti-racist initiatives can be identified.
2. Each university must grow relational spheres where Māori are empowered to make collective
decisions with the Crown representatives in the university.
3. Universities must invest in a Māori-led independent body to develop and deliver a Te Tiriti-centric
programme that decolonises university processes

text: Honouring Te Tiriti o Waitangi through addressing racism in universities Executive summary
The WERO team conducted two studies on university documents to identify how universities articulate
their commitments to Te Tiriti o Waitangi and address inequities for Māori within tertiary education. The
first study, which is a case study of a university’s Treaty Statement, highlighted the university’s limitations
in empowering Māori to exercise tino rangatiratanga within various decision-making structures. The
second study, which scrutinises Māori representation across strategic documents of all universities,
revealed that universities reify whiteness by selectively interpreting Te Tiriti articles, pursuing targeted
Māori recruitment, portraying Māori as reliant on the Crown for success, commodifying mātauranga
Māori, and evading discussions about settler colonialism and racial equity.
Drawing from our findings and constitutional transformation documents such as Matike Mai (2016), we
proffer three recommendations to enable universities to more effectively uphold Te Tiriti o Waitangi:
1. Universities must clearly define the operation of settler colonialism and racism in each institution so
that sustainable anti-racist initiatives can be identified.
2. Each university must grow relational spheres where Māori are empowered to make collective
decisions with the Crown representatives in the university.
3. Universities must invest in a Māori-led independent body to develop and deliver a Te Tiriti-centric
programme that decolonises university processes

year: 2024-06-30