title: Teaching Ethics in Nursing Education - A case study of teaching in a New Zealand tertiary education context

authors: Song, Wen Jie

subjects: nursing ethics

abstract: Nurses face a plethora of ethical challenges in their everyday practice. In order to help trainees become aware of the multiple issues they will face beyond the classroom, nursing educators have acknowledged the criticality of having an ethical component taught throughout the nursing curriculum of a tertiary education institution. The purpose of this study was to explore what experiences and challenges nursing educators faced teaching such content and to identify the sorts of difficulties being encountered in their own classroom practice. 
A self-selecting sample of seven nursing educators working at a large, New Zealand tertiary institution in the North Island were interviewed. After transcribing data from the interviewing process, seven dominant themes emerged from the inductive data analysis process. A general model of teaching was adopted to analyse these multiple themes. In this respect, the variables identified in this model involved considerations of the teaching content, the teacher, the learner, the context, and the educators’ ideals. 
Adopting a principled approach to teaching ethics was acknowledged as a challenge by the participants because of the friction identified between culturally specific and universalist principles. Nonetheless, the importance of promoting students’ ethical awareness through the adoption of codes of ethics in the nursing programme was emphasised. Sharing cases from personal experience to supplement textual narratives was an important way to bridge the divide between theory and practice. That ethics be integrated throughout the whole nursing programme was the general consensus. 
The challenge in teaching ethics lies in the changing context of nursing and the changing context of ethics itself. Despite such hurdles, the nursing educators in this study were confident teachers who all had positive experiences in teaching ethics to their students.

text: Teaching Ethics in Nursing Education - A case study of teaching in a New Zealand tertiary education context Nurses face a plethora of ethical challenges in their everyday practice. In order to help trainees become aware of the multiple issues they will face beyond the classroom, nursing educators have acknowledged the criticality of having an ethical component taught throughout the nursing curriculum of a tertiary education institution. The purpose of this study was to explore what experiences and challenges nursing educators faced teaching such content and to identify the sorts of difficulties being encountered in their own classroom practice. 
A self-selecting sample of seven nursing educators working at a large, New Zealand tertiary institution in the North Island were interviewed. After transcribing data from the interviewing process, seven dominant themes emerged from the inductive data analysis process. A general model of teaching was adopted to analyse these multiple themes. In this respect, the variables identified in this model involved considerations of the teaching content, the teacher, the learner, the context, and the educators’ ideals. 
Adopting a principled approach to teaching ethics was acknowledged as a challenge by the participants because of the friction identified between culturally specific and universalist principles. Nonetheless, the importance of promoting students’ ethical awareness through the adoption of codes of ethics in the nursing programme was emphasised. Sharing cases from personal experience to supplement textual narratives was an important way to bridge the divide between theory and practice. That ethics be integrated throughout the whole nursing programme was the general consensus. 
The challenge in teaching ethics lies in the changing context of nursing and the changing context of ethics itself. Despite such hurdles, the nursing educators in this study were confident teachers who all had positive experiences in teaching ethics to their students.

year: 2017

title: Embodied ways of knowing: Revisiting feminist epistemology

authors: Barbour, Karen

abstract: Feminist scholarship has developed a focus on articulating alternative women’s ways of knowing and validating women’s experiences. The focus of my feminist interest in epistemology began with my attempt to understand my role as knower, and to contribute to the development of multiple and alternative “knowledges”. Key critiques of Western epistemology and dualistic ontology informed the development of feminist and phenomenological understandings of embodiment and embodied ways of knowing. Feminist writing about women’s movement experiences, considering the examples of throwing a ball, climbing, long-distance running and rowing, all offered contributions to alternative knowledges. In particular, through embodied ways of knowing as a dancer, I hope to offer insights relevant to other embodied practitioners in sport, leisure and physical activity.

text: Embodied ways of knowing: Revisiting feminist epistemology Feminist scholarship has developed a focus on articulating alternative women’s ways of knowing and validating women’s experiences. The focus of my feminist interest in epistemology began with my attempt to understand my role as knower, and to contribute to the development of multiple and alternative “knowledges”. Key critiques of Western epistemology and dualistic ontology informed the development of feminist and phenomenological understandings of embodiment and embodied ways of knowing. Feminist writing about women’s movement experiences, considering the examples of throwing a ball, climbing, long-distance running and rowing, all offered contributions to alternative knowledges. In particular, through embodied ways of knowing as a dancer, I hope to offer insights relevant to other embodied practitioners in sport, leisure and physical activity.

year: 2018

title: School leadership for Māori succeeding as Māori: A Mataatua perspective

authors: Barrett, Te Arani

subjects: tribal leadership

abstract: This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

text: School leadership for Māori succeeding as Māori: A Mataatua perspective This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

year: 2018