Proceedings: 2021 ITP Research Symposium, 25 and 26 November最新文献

{"title":"Using a Repertory Grid to Review Compliance Reports on Literacy Provision in Vocational Training in the Tertiary Sector in Aotearoa","authors":"W. Greyling","doi":"10.34074/proc.2205005","DOIUrl":"https://doi.org/10.34074/proc.2205005","url":null,"abstract":"The main aim of this article is to outline the findings of a grid-based review process (Caputi et al., 2012; Fransella et al., 2004) directed at literacy and numeracy (LN) practices documented by the literacy team in the institute’s evidence-based LN compliance reports for a four-year period (2017–2020). Outlined is the author-reviewer’s use of a repertory grid to address two research questions: How could a repertory grid be used to explore his constructs (as a reviewer) and show how these constructs were interconnected? How could the repertory grid findings raise his and his team’s awareness of hidden meanings in his construing? Hence, the focus of convenience of the grid was defined as follows: Reviewing LNembedding practices at a tertiary institute in Aotearoa from a business strategy perspective. The ten most recent institutional LN compliance reports and a selection of six schools of business strategy served as sources for identifying 12 elements to be used in constructs elicitation. The so-called difference method was applied in formulating 12 bipolar constructs for the review. The author then donned the reviewer’s hat, rating each element on a 7-point rating scale for the 12 constructs – this yielded a 12 x 12 matrix of data for analysis. The Statistical Package for the Social Sciences (Version 27) (IBM Corp, 2020) was used to perform a principal components analysis (PCA). Five components, explaining 81.25% of the variance in the grid ratings, were identified. These components highlighted the underlying structure and connectedness of the constructs elicited for the review, uncovering five themes: deliberate innovative practices, solution-centred transformation, deliberate evidence-based tracking, contesting contentious LN practices, and flexibility and responsiveness to unintended events in the educational setting. The conclusion was that anyone performing a review or reflective activity could profitably use repertory grids to raise their awareness of hidden meanings in their construing.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127200161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Emergence of Te Hihimā: A Bicultural Philospohical Framework for Nursing Education in Aotearoa New Zealand","authors":"Denise Riini, Shirley Lyford","doi":"10.34074/proc.2205007","DOIUrl":"https://doi.org/10.34074/proc.2205007","url":null,"abstract":"The crafting of Te Hihimā (woven flax cloak) o Te Tohu Paetahi Tapuhi (Bachelor of Nursing) at Toi Ohomai Institute of Technology was developed from the connectivity of the collaborative learning relationships and experiences that student nurses encounter during their educational journey. The weaving of a student’s individual Hihimā is a metaphorical representation of the development of knowledge, skills and attitudes, and protection as the student-nurse weaver integrates theory with practice, and fuses the art and science implicit within the nursing profession. The concept of Te Hihimā emerged during the journey to develop a bicultural Bachelor of Nursing curriculum within a mainstream educational institution in the Waiariki rohe, Aotearoa New Zealand. Te Tohu Paetahi Tapuhi was accredited by the New Zealand Qualifications Authority (NZQA) and the Nursing Council of New Zealand (NCNZ) for teaching delivery commencing in 2015. This article will deliberate the development of the philosophy, and analyse the weaving analogy, in the development of nursing graduates who carry the professionally protective mantle of Te Hihimā to sustain them during the journey into professional practice, and beyond.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127758942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Marae Ora, Kāinga Ora: A Marae-Led Response to Covid-19","authors":"J. Lee-Morgan, K. Penetito, Ngahuia Eruera","doi":"10.34074/proc.2205013","DOIUrl":"https://doi.org/10.34074/proc.2205013","url":null,"abstract":"Marae Ora, Kāinga Ora (MOKO) is a marae-led community development and wellbeing research project. Lee-Morgan et al. (2021) explain this three-year research project, stating: “MOKO investigates the potential of five marae to strengthen their provision of kāinga (village, settlement) in the contemporary urban context of South Auckland” (p. 2). Using a Kaupapa Māori (KM) approach to Community Based Participatory Research (CBPR), this project explores the ancient Indigenous innovation of marae (both a spiritual and physical location with a socio-cultural setting for Māori to be immersed in a cultural context) and kāinga to understand and co-create new culturally based initiatives and support the activation of community development and wellbeing initiatives. While marae are highly valued by Māori communities as being critical to cultural sustainability and are recognised by government agencies as important community providers, there is a dearth of research about how contemporary urban marae operate and how they can work with, and for, communities (Kawharu, 2014; Tapsell, 2002; Thornley et al., 2015). The MOKO research aim is to enable marae to explore their potential role within their communities, to develop their own interpretation and opportunities for kāinga. These insights influence opportunities to partner with external agencies and services to achieve greater outcomes and collaborative advantages for whānau (family group) and community wellbeing, alongside marae. In brief, the MOKO project is focused on the intergenerational sustainability of the knowledge systems and replenishment of resources inherent within marae, our natural environment and kāinga ora.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129665155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Managing Professional Learning in Aged Residential Care Settings","authors":"B. Hannigan, Gunjan Choken","doi":"10.34074/proc.2205010","DOIUrl":"https://doi.org/10.34074/proc.2205010","url":null,"abstract":"This research focuses on the management of professional learning and development (PLD) for nursing staff in aged residential care settings from the perspective of clinical managers. The research question was: What strategies and barriers are present in the professional development of nurses in aged healthcare in Whakatū Nelson? This study uses an inductive constructivist strategy to explore this question. Semi-structured interviews were conducted from five participating organisations. All organisations were medium-sized aged-care services in the Nelson Tasman region. Inductive thematic analysis was used to organise and interpret the data to construct findings that provide insight into the experiences of the participating professional leaders. The strategies adopted by clinical managers were found to be PLD and performance management alongside the use of diverse tools to engage nurses in PLD. Shortage of time for managing PLD processes and lack of funding were found to be key barriers experienced by clinical managers in managing PLD for nurses. This paper contributes to the literature on leadership and management in aged-care settings by highlighting the experiences of a group of clinical managers in a small Aotearoa New Zealand city.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129366364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Converting Research to Outputs in One Week: The Efficacy of Writing Retreats","authors":"Cath Fraser, H. Hamerton, Dawn Picken, M. Marsh","doi":"10.34074/proc.2205006","DOIUrl":"https://doi.org/10.34074/proc.2205006","url":null,"abstract":"Academic teaching staff are beset by a host of demands and responsibilities in these challenging times – for many, the onus of demonstrating that they are ‘research active’ and producing scholarly publications threatens to become the final straw. This presentation will outline one possible solution that some Te Pūkenga subsidiaries, including our own, have found highly effective. Since the 2016 inauguration of Toi Ohomai, the research office have been convening an annual, offcampus, week-long writers’ retreat for staff. We have also recently added a second event specifically for Māori researchers. Objectives include developing academic writing capability, achieving publications/research outputs, and progressing theses/dissertations. Feedback from the 4 to 12 participants at each event has been generally enthusiastic, and anecdotally there appears to have been a high rate of conversion of writing to publication. Further, the literature suggests that writing retreats offer additional benefits; coaching relationships, cross-disciplinary connections and collaborations, and a new or renewed engagement with research culture. Our research team decided that a more formal evaluation of retreat participant outcomes would be timely, and would potentially allow us to promote this initiative to Te Pūkenga’s research strategy development arm. Using a multi-method design, we reviewed survey feedback from the seven retreats held between 2017 and 2021, and verified research outputs registered with our institute’s research management system. We then developed and piloted interview questions, and met with nine past retreat attendees. This paper shares our emerging findings, including enablers and barriers to attendance and productivity, and suggested work-arounds. We believe that this approach to assisting staff to progress their publishing careers is easily transferable across other subsidiaries, and hope that colleagues, managers, and the teaching and learning teams who support them will find some of our learnings helpful.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115048533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blended Learning for Acupuncture and Traditional Chinese Medicine","authors":"K. Fielden, Vesna S. Zdravković, Sarojini Devi Kathiravelu, Carol Yang","doi":"10.34074/proc.2205002","DOIUrl":"https://doi.org/10.34074/proc.2205002","url":null,"abstract":"The world is experiencing unprecedented times for education with the global pandemic. New ways of learning, even for practical skills like acupuncture and traditional Chinese medicine (TCM), need to be developed and implemented if skilled TCM practitioners are to enter this field of practice. Because TCM and acupuncture require many hours of clinical practice within an undergraduate degree, a completely online delivery mode is unsuitable. However, the theoretical components of the degree can be presented online. In this research project, data was gathered from an inclass survey about students’ perceptions of blended learning (BL), completed by all the students at a private tertiary institution delivering BL for acupuncture and TCM. Preliminary results suggest that these students display a high level of resilience in coping with uncertain delivery methods and are willing to adapt to whatever mode of delivery is available. Many students use multiple platforms, multiple devices and multiple ways of learning. The information will contribute to how TCM schools can improve their performance in educating TCM practitioners of the future, especially in the current uncertain times.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114072016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Quality Improvement in Pre-Registration Nursing Education: Changing Thinking, Changing Practice","authors":"Judith Honeyfield, D. Sims, Adam Proverbs","doi":"10.34074/proc.2205009","DOIUrl":"https://doi.org/10.34074/proc.2205009","url":null,"abstract":"Quality care and improving health outcomes are cornerstones of healthcare provision, yet quality improvement (QI) preparation and assessment in health-professional education has been found to inadequately prepare graduates for their future roles (Robb et al., 2017). Toi Ohomai Institute of Technology’s Bachelor of Nursing (BN) year three teaching team looked to address this by reviewing and improving QI teaching and assessment modules within a course in the programme. Alongside this redevelopment, research with students was undertaken to investigate the efficacy and outcomes of this work. This paper presents findings from reviews of QI assessment projects completed by BN students (n = 93), with particular attention to identifying student experiences and their approach to this project using a detailed content analysis (Krippendorff, 1989). Particular attention was paid to highlighting a shift in thinking from quality assurance (QA) approaches that prevailed in the prior teaching of this module, to QI. We found 41% of students selected and undertook projects that reflected QI concepts focused on improved patient outcomes, and 59% of students selected and undertook projects that were concerned with standards, auditing and compliance improvement, more in keeping with QA. In addition, seven student QI projects addressed enhancing te ao Māori (Māori worldview), including language activities through music and exercise, bilingual labelling, and culturally safe care for Māori residents. Key findings address the ongoing challenges of embedding QI concepts and engagement in practice and professional development needs; and policy, practice and procedural improvements and the need for more time to enact and evaluate QI projects. Recommendations from this study are: (1) enhancing te ao Māori and Te Tiriti o Waitangi responsiveness throughout the BN curriculum; (2) ongoing preparation for student-nurse educators to ensure they are confident to support student-led QI initiatives; (3) further shared professional development with agency staff prior to practice placements; and (4) replication of this research to identify longitudinal outcomes. This research reinforces the importance of education–practice partnerships to enhance effective QI education for preparing graduates to transition to their new roles in the workplace.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124673233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies to Enhance International Student Academic Engagement in the Institute of Technology and Polytechnics (ITP) Sector in New Zealand","authors":"Thelma Moses, Parina Yamjal","doi":"10.34074/proc.2205003","DOIUrl":"https://doi.org/10.34074/proc.2205003","url":null,"abstract":"The paradigm shift in learning from a behaviourist to constructivist approach has changed the focus from traditional learning to the development of an interactive learning environment in both the classroom and online settings. An interactive learning environment encourages student engagement with educators, peers and the course content, thus contributing to greater academic success. With the globalisation of education, educators face the challenge of engaging international students (IS) in their teaching and learning environment. IS face significant academic, sociocultural and environmental barriers that inhibit their classroom and online engagement. The purpose of this study is to identify strategies that would help enhance IS academic engagement in the Institute of Technology and Polytechnics (ITP) sector in New Zealand. This paper systematically reviewed existing literature on IS engagement in tertiary business education. The emphasis was on identifying educationally purposeful activities that educators in ITPs can adopt in the classroom and online environment, to influence the behavioural dimension of learner engagement. Three well-known strategies, designing a blended learning environment, effective student–staff interactions, and designing a collaborative learning environment, were identified to enhance student engagement in the tertiary education context. The shift to emergency online teaching during the Covid-19 pandemic has increased the challenges educators face to engage IS. Actionable strategies for educators to engage learners in the online teaching and learning environment are discussed. Knowledge of these strategies will enhance the efficiency of educators to facilitate an interactive learning environment that fosters successful student engagement.","PeriodicalId":103339,"journal":{"name":"Proceedings: 2021 ITP Research Symposium, 25 and 26 November","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115142476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}