title: "I teach them. I have no choice": experiences of primary care among transgender people in Aotearoa New Zealand.

authors: Tan, Kyle K. H.

subjects: Health Services Accessibility

abstract: AIM: This study aims to report primary care experiences among transgender people in Aotearoa New Zealand based on quantitative and qualitative data from a nationwide community-based survey of transgender people. 
METHODS: Subsamples with a usual general practitioner were employed from the 2018 Counting Ourselves Survey (n=871) and the 2018/19 New Zealand Health Survey to assess inequities between these samples in primary care experiences and barriers. Guided by Andersen's Behavioural Model of healthcare access, we conducted a content analysis on comments from Counting Ourselves participants (n=153) to identify themes about issues of concern for transgender people when accessing primary care. RESULTS: Transgender participants had greater risk of feeling no confidence in their GPs (Mdifference=0.22; Cohen's d=0.39), reporting barriers accessing primary care due to cost (38.4% vs 17.4%; RR=2.21), and transport issues (13.5% vs 3.0%; RR=4.58) compared to the general population. Content analysis uncovered how transgender people's primary care experiences are shaped by healthcare environments, predisposing characteristics, and enabling resources. 
CONCLUSION: Our findings indicate ways to ensure primary care services are inclusive so that all transgender people feel welcome. This requires all primary healthcare professionals to demonstrate core trans-specific cultural safety when providing healthcare to transgender patients.

text: "I teach them. I have no choice": experiences of primary care among transgender people in Aotearoa New Zealand. AIM: This study aims to report primary care experiences among transgender people in Aotearoa New Zealand based on quantitative and qualitative data from a nationwide community-based survey of transgender people. 
METHODS: Subsamples with a usual general practitioner were employed from the 2018 Counting Ourselves Survey (n=871) and the 2018/19 New Zealand Health Survey to assess inequities between these samples in primary care experiences and barriers. Guided by Andersen's Behavioural Model of healthcare access, we conducted a content analysis on comments from Counting Ourselves participants (n=153) to identify themes about issues of concern for transgender people when accessing primary care. RESULTS: Transgender participants had greater risk of feeling no confidence in their GPs (Mdifference=0.22; Cohen's d=0.39), reporting barriers accessing primary care due to cost (38.4% vs 17.4%; RR=2.21), and transport issues (13.5% vs 3.0%; RR=4.58) compared to the general population. Content analysis uncovered how transgender people's primary care experiences are shaped by healthcare environments, predisposing characteristics, and enabling resources. 
CONCLUSION: Our findings indicate ways to ensure primary care services are inclusive so that all transgender people feel welcome. This requires all primary healthcare professionals to demonstrate core trans-specific cultural safety when providing healthcare to transgender patients.

year: 2022

title: A complex act—Teacher educators share their perspectives of practicum assessment

authors: Aspden, Karyn Michelle

subjects: practicum

abstract: Practicum visiting and the assessment of students’ practicum form a significant component of the teacher educator role. Teacher educators are tasked with making judgements regarding the quality of students’ teaching practice, as well as their attributes, dispositions, skills and knowledge, and ultimately their readiness to enter the teaching profession. This paper reports the findings of a doctoral study that examined the assessment of practicum in early childhood initial teacher education and, in particular, the way in which practicum assessment was enacted and experienced by early childhood student teachers, associate teachers, and teacher educators within institutional contexts. The study provides insights into how teacher educators define their role, what they look for and hope for in the assessment process, as well as the challenges faced in making authentic, appropriate and informed assessment decisions. The critical importance of professional judgment within the context of a relational pedagogy is highlighted in response to the complex variables involved in practicum assessment. Implications for future directions in policy and practice related to practicum assessment are proposed.

text: A complex act—Teacher educators share their perspectives of practicum assessment Practicum visiting and the assessment of students’ practicum form a significant component of the teacher educator role. Teacher educators are tasked with making judgements regarding the quality of students’ teaching practice, as well as their attributes, dispositions, skills and knowledge, and ultimately their readiness to enter the teaching profession. This paper reports the findings of a doctoral study that examined the assessment of practicum in early childhood initial teacher education and, in particular, the way in which practicum assessment was enacted and experienced by early childhood student teachers, associate teachers, and teacher educators within institutional contexts. The study provides insights into how teacher educators define their role, what they look for and hope for in the assessment process, as well as the challenges faced in making authentic, appropriate and informed assessment decisions. The critical importance of professional judgment within the context of a relational pedagogy is highlighted in response to the complex variables involved in practicum assessment. Implications for future directions in policy and practice related to practicum assessment are proposed.

year: 2017

title: Discussing future directions in the Maori legal environment

authors: Te Aho, Linda

abstract: The next few years are likely to be exciting in terms of law changes, parliament getting ready for the next election cycle and the end of historical claims settlements. This presentation will look at the future of the Maori legal environment

text: Discussing future directions in the Maori legal environment The next few years are likely to be exciting in terms of law changes, parliament getting ready for the next election cycle and the end of historical claims settlements. This presentation will look at the future of the Maori legal environment

year: 2016