title: Population need and geographical access to general practitioners in rural New Zealand

authors: Brabyn, Lars

subjects: geographical information system

abstract: To use a geographical information system (GIS) approach to demonstrate the extent to which different areas in New Zealand vary in their geographical access to GPs, and to analyse the extent to which spatial access varies in relation to different population groups.

Methods
Three methods; population/GP ratios, least cost path analysis (LCPA), and an allocation method (which considered the capacity constraint of GPs) were used to demonstrate differences in geographic accessibility to GPs. Travel time, and distance to the closest GP, was calculated for every census enumeration district in New Zealand (n=38336)—thus enabling population-based accessibility statistics to be calculated and aggregated to the territorial local authority level. These calculations include the average travel time if everybody visited a GP once and the population more than 30 minutes from a GP. The composition of this population is analysed according to three criteria of need: the level of deprivation (NZDep2001), ethnicity (%Maori), and age (% <5 years, and %65 years and over). 

Results
There are significant regional variations in geographical accessibility in New Zealand, and these differences are dependent upon the method to calculate accessibility. Ratio measures give a different picture of GP access than the other two indicators, reflecting the fact that TAs with similar ratios often have wide variations in travel times as well as the size and proportion of the population living more than 30 minutes from the closest GP. TAs with larger numbers and a higher proportion of their populations living in such areas tend to be more deprived and have a higher proportion of Maori, especially in the North Island. There appears to be no significant trend by age. 

Conclusion
Given the health and service consequences of poor access, the results suggest that more attention needs to be paid to extending the spatial information base in primary care, in order to achieve more effective planning of services for disadvantaged populations.

text: Population need and geographical access to general practitioners in rural New Zealand To use a geographical information system (GIS) approach to demonstrate the extent to which different areas in New Zealand vary in their geographical access to GPs, and to analyse the extent to which spatial access varies in relation to different population groups.

Methods
Three methods; population/GP ratios, least cost path analysis (LCPA), and an allocation method (which considered the capacity constraint of GPs) were used to demonstrate differences in geographic accessibility to GPs. Travel time, and distance to the closest GP, was calculated for every census enumeration district in New Zealand (n=38336)—thus enabling population-based accessibility statistics to be calculated and aggregated to the territorial local authority level. These calculations include the average travel time if everybody visited a GP once and the population more than 30 minutes from a GP. The composition of this population is analysed according to three criteria of need: the level of deprivation (NZDep2001), ethnicity (%Maori), and age (% <5 years, and %65 years and over). 

Results
There are significant regional variations in geographical accessibility in New Zealand, and these differences are dependent upon the method to calculate accessibility. Ratio measures give a different picture of GP access than the other two indicators, reflecting the fact that TAs with similar ratios often have wide variations in travel times as well as the size and proportion of the population living more than 30 minutes from the closest GP. TAs with larger numbers and a higher proportion of their populations living in such areas tend to be more deprived and have a higher proportion of Maori, especially in the North Island. There appears to be no significant trend by age. 

Conclusion
Given the health and service consequences of poor access, the results suggest that more attention needs to be paid to extending the spatial information base in primary care, in order to achieve more effective planning of services for disadvantaged populations.

year: 2004-08-06

title: An organization overview of pedagogical practice in work-integrated education

authors: Martin, Andrew

subjects: Assessment

abstract: Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career  preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report.

text: An organization overview of pedagogical practice in work-integrated education Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career  preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report.

year: 2012

title: Planning and governance under the LGA: Lessons from the RMA experience.

authors: Borrie, Nancy

subjects: New Zealand

abstract: The purpose of this report is to identify ways in which experiences gained from the
RMA as a devolved and co-operative planning mandate can enable local and central
government and other stakeholders to more effectively implement the LGA. The
report is based on findings from the FRST-funded research programme on Planning
under Co-operative Mandates (PUCM). We argue in this report that the experiences gained from the RMA can inform
effective implementation of the LGA in three important respects: Preparation and implementation of LTCCPs; The community consultation process for formulating community outcomes;
and Māori participation in planning and governance.

text: Planning and governance under the LGA: Lessons from the RMA experience. The purpose of this report is to identify ways in which experiences gained from the
RMA as a devolved and co-operative planning mandate can enable local and central
government and other stakeholders to more effectively implement the LGA. The
report is based on findings from the FRST-funded research programme on Planning
under Co-operative Mandates (PUCM). We argue in this report that the experiences gained from the RMA can inform
effective implementation of the LGA in three important respects: Preparation and implementation of LTCCPs; The community consultation process for formulating community outcomes;
and Māori participation in planning and governance.

year: 2004-06-01