Ngā Ao e Rua | The Two Worlds: Psychotherapy, Biculturalism, and Professional Development in Aotearoa New Zealand

2014 ◽  
Vol 12 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Grant Dillon ◽  
Andrew Duncan ◽  
Jonathan Fay ◽  
Crea Land ◽  
Margaret Poutu Morice ◽  
...  
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Aotearoa New Zealand

Zooming in: Social work supervisors using online supervision

2017 ◽  
Vol 29 (3) ◽  
pp. 126-130
Author(s):  
Jason Rushton ◽  
Jo Hutchings ◽  
Karen Shepherd ◽  
Jude Douglas
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Supervision ◽  
Online Supervision ◽  
Geographically Dispersed ◽  
Aotearoa New Zealand ◽  
Social Work Practitioners ◽  
Online Group

A group of geographically dispersed social work practitioners who provide professional supervision responded to an invitation put out through the Aotearoa New Zealand Association of Social Workers (ANZASW) networks to be part of an online group in late 2015. Seven members committed to meeting for one hour every eight weeks using the online meeting platform, ZoomTM. This viewpoint provides an opportunity to share our experience of the development and process of this group, with its potential for ensuring a safe reflective space and ongoing professional development. 

scholarly journals Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Liz Beddoe ◽  
Neil Ballantyne ◽  
Jane Maidment ◽  
Kathryn Hay ◽  
Shayne Walker
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Great Variability ◽  
Mixed Methods Study ◽  
Integrated Systems ◽  
Ethical Practice ◽  
Aotearoa New Zealand ◽  
Recent Graduates

INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision and professional development. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing.METHOD: Phase two of the Enhancing the Readiness to Practice of Newly Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) are, in their first two years of practice, to enter professional social work. A survey of managers/supervisors and NQSWs in Aotearoa New Zealand about the readiness to practise of recent graduates was conducted.FINDINGS: Questions about supervision and professional development were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice by supervisors was either very infrequent or entirely absent from the professional development of NQSWs.IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention and practitioner wellbeing. More integrated systems of supervision, peer support and planned professional development are needed.

Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study

2020 ◽  
Vol 16 (4) ◽  
pp. 387-394
Author(s):  
Jacquie Kidd ◽  
Heather Came ◽  
Sarah Herbert ◽  
Tim McCreanor
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Pilot Study ◽  
Focus Groups ◽  
Indigenous Peoples ◽  
Broad Spectrum ◽  
Qualitative Design ◽  
Aotearoa New Zealand ◽  
Kaupapa Māori

This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.

scholarly journals Health emergency management in Aotearoa New Zealand: Making sense of professional development

2019 ◽  
Vol 17 (5) ◽  
pp. 359-369
Author(s):  
Denise Blake, PhD ◽  
Patricia Niland, PhD ◽  
David M. Johnston, PhD
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Emergency Management ◽  
Skill Sets ◽  
Roles And Responsibilities ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Complex Emergency ◽  
Data Driven Approach ◽  
And Training

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

scholarly journals Perceptions and satisfaction of a mandatory continuing professional development programme amongst Aotearoa New Zealand podiatrists

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Matthew Carroll ◽  
Angela Brenton-Rule ◽  
Hannah Jepson ◽  
Prue Molyneux
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Work Experience ◽  
Continuing Professional Development ◽  
Cultural Safety ◽  
Specific Work ◽  
Full Time ◽  
Cross Sectional ◽  
Financial Barriers ◽  
Aotearoa New Zealand

Abstract Background Aotearoa New Zealand (NZ) registered podiatrists are required to participate in a mandatory continuing professional development (CPD) programme. This study investigated podiatrist’s perceptions and satisfaction surrounding mandatory CPD requirements following the implementation of a new 2-year CPD programme. Methods A cross-sectional study of NZ registered podiatrists was conducted between October 9th and December 9th, 2020. Data was collected using a web-based survey. The 39-item survey included questions to elicit participant characteristics, perceptions of CPD, difficulties undertaking CPD, and satisfaction with the new CPD programme. The survey findings were reported using descriptive statistics and conventional content analysis. Results One hundred and thirty-four podiatrists completed the survey. Most respondents worked in private practice (n = 107, 80 %), were in full-time employment (n = 83, 62 %), and had greater than 16 years of work experience (n = 73, 54 %). Respondents agreed it was important to engage in CPD (n = 126, 94 %) and reported that knowledge gained from CPD contributed to their daily work (n = 78, 58 %). 44 % (n = 58) reported difficulties keeping up to date with CPD. The main barriers to CPD participation reported were workload (n = 90, 67 %) and lack of time (n = 84, 63 %). Three categories (understanding the CPD programme; access to CPD; and time to complete CPD) were identified from the qualitative analysis to describe why it was difficult to meet CPD requirements. Conclusions NZ podiatrists value CPD and are satisfied with most aspects of the mandatory CPD programme apart from the hours attributed to compulsory activities. The current approach to cultural safety CPD requires revision, with a move away from a time-based approach to a system that promotes an understanding and relevance to practice. Lack of time, practice workload, financial barriers, geographical location, and employment context were factors that influenced a practitioner’s ability to engage in CPD. Facilitation of CPD activities that are flexible to ensure relevance to the practitioner’s specific work within their scope of practice, and that can occur in the workplace environment, may address barriers and increase engagement with to CPD activities.

scholarly journals Expanding field education: Hope Trust Community Garden

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Sandra Heerink ◽  
Vivienne Sinclair-Phillips ◽  
Alison Jagger ◽  
Kathryn Hay
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
External Field ◽  
Environmental Justice ◽  
Community Gardens ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Field Education ◽  
Community Garden ◽  
Aotearoa New Zealand

Field education is well known as a defining experience in the personal and professional development of social work students. Authentic, meaningful learning opportunities in the workplace contributes to students becoming socialised to the profession and being able to integrate theoretical learning into their practice. Field education occurs across myriad fields of practice and organisational environments. Community gardens are an emerging field of practice for student placements in Aotearoa New Zealand. This viewpoint reflects on the value of field education in this domain from the perspectives of the field mentor, student and external field educator. The reflections highlight the value of this space for learning and supporting social and environmental justice for clients and communities.

scholarly journals Implementation of Communities of Learning: What have we learnt and what has changed?

Teachers Work ◽  
2017 ◽  
Vol 14 (1) ◽  
pp. 6-7
Author(s):  
Clare Valerie Curtice
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Business Model ◽  
Student Support ◽  
Status Quo ◽  
Aotearoa New Zealand ◽  
Communities Of Learning ◽  
The Status ◽  
Criteria For Selection ◽  
Selection Of

Many schools in Aotearoa New Zealand have joined Communities of Learning (Kahui Ako), to access funding for professional development and student support. A business model for management of these Communities of Learning has been transcribed over what were already very functional clusters of collaborative schools. This article questions the allocation of roles, the criteria for selection of experts in these roles, and whether the implementation of the CoLs has led to groupthink, and therefore an unintentional retention of the status quo.

scholarly journals Health emergency management in Aotearoa New Zealand: Making sense of professional development

2021 ◽  
Author(s):  
Denise Blake ◽  
Patricia Niland ◽  
David M Johnston
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Emergency Management ◽  
Skill Sets ◽  
Roles And Responsibilities ◽  
Aotearoa New Zealand ◽  
Emergency Managers ◽  
Complex Emergency ◽  
Data Driven Approach ◽  
And Training

Objective: To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field.Design: This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel’s talk about their roles and responsibilities.Results: The authors identified four themes relating to professional development in the participants’ talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Conclusions: Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

scholarly journals Maintaining social work connections during lockdown

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Anne MacAulay
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Prime Minister ◽  
Continuing Professional Development ◽  
Alert System ◽  
Aotearoa New Zealand ◽  
Retail Outlets ◽  
Set Up

On Saturday 21 March 2020, Prime Minister Jacinda Ardern announced a 4-level alert system around the rise of covid-19 coronavirus in Aotearoa New Zealand. At that time there were 52 confirmed cases in New Zealand. On Monday 23 March, Ardern announced New Zealand would move to Level 4 and full lockdowni at midnight on Wednesday 25 March. Full lockdown in New Zealand meant exactly that. Everyone working from home, unless they were deemed essential workers. Retail outlets all closed. No travel unless essential. No interactions with people outside of your household—your “bubble”.In my role as Continuing Professional Development Coordinator, I connect with social workers regularly by way of webinars. We have begun using Zoom to hold discussions and consultations. I decided to set up a Zoom meeting for social workers to talk about what was happening in their workplaces, what their colleagues were talking about, how they were adapting their work.

scholarly journals Supervision and professional development support for newly qualified social workers in Aotearoa New Zealand

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Liz Beddoe ◽  
Neil Ballantyne ◽  
Jane Maidment ◽  
Kathryn S. Hay ◽  
Shayne Walker
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Survey Design ◽  
Mixed Methods Study ◽  
Ethical Practice ◽  
Aotearoa New Zealand ◽  
Recent Graduates ◽  
Development Support

INTRODUCTION: Many social work professional bodies and regulators mandate regular supervision. Supervision is believed to support continuing development of professional skills, safeguarding of competent and ethical practice, oversight of the practitioner’s work for adherence to organisational expectations, and support for practitioner wellbeing.METHOD: Phase two of the Enhancing the Readiness to Practice of Newly-Qualified Social Workers (Enhance R2P) project employed a mixed methods study (surveys and interviews) to explore how well prepared newly qualified social workers (NQSWs) in their first two years of practice are to enter professional social work. A survey of managers /supervisors and newly qualified social workers in Aotearoa New Zealand about the readiness to practice of recent graduates was conducted. The survey design included a replication of a similar study carried out in England.FINDINGS: Questions about supervision were included in the survey and in interviews with both NQSWs and supervisors/managers. Around half of NQSWs were supervised at least once every two weeks, but another half were supervised monthly or less frequently. Observation of practice was either very infrequent or entirely absent from the professional supervision of NQSWs.IMPLICATIONS: Study findings revealed great variability in the formal supervision and other supports available for NQSWs which may impact on retention. More integrated systems of supervision, peer support and planned professional development are needed. 

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