Presentation on theme: "Tātou Tātou: Success For All"— Presentation transcript:
1 Tātou Tātou: Success For All Tātou Tātou: Success For All. Improving Māori student success in health professional degree level programmes.Dr Elana Curtis, AP Papaarangi Reid, Dr Mark Barrow, Dr AiriniUniversity of Auckland, Aotearoa - New ZealandAko Aotearoa ColloquiumWellington, 4h May, 2011
2 Presentation summary Tātou Tātou Project Faculty of Medical and Health SciencesMethods/MethodologyNursing findingsChallenges/lessons
3 Tātou Tātou Project 18-month qualitative project Builds on TLRI project “Success For All”Māori student “success”in health professional programmes at FMHSNursing, Medicine, Pharmacy, Health SciencesInvolves academic representatives and MAPAS staff (working together)Unique, novel research projectNon-lecture based teaching and learning, includes clinical contextstutorials/seminars/workshops/laboratories, small group clinical teaching (e.g. ward rounds, bed-side), case studies/Problem Based Learning (PBL), work based placement / internshipsHow non-lecture teaching and learning helps or hinders Māori student and Pasifika student success in preparing for or completing degree-level studiesNational Institute of Creative Arts and Industries (NICAI)Faculty of Medical and Health Sciences (FMHS)Faculty of Educations (PASS)Careers Services
4 Research QuestionsWhat teaching practices in non-lecture contexts help or hinder Māori success?What changes does research suggest are needed to teaching/higher education to best support Māori success in degree-level study health professions?
5 Faculty of Medical and Health Sciences 4 degree programmesNursing – 3 years, clinical placements Y2/3Pharmacy – 4 years, clinical Y4Medicine – 6 years, clinical Y4-6Health Sciences – 3 years, non-clinical, work experienceLimited exploration/research within faculty to dateSupported by MAPASMāori and Pacific Admission Scheme
6 MAPAS Eligibility is whakapapa based Admission process MMI (multiple mini-interview), Maths/English testing, whānau feedback, recommendations post NCEAAcademic supportTutorials, study weeks/retreats, spacePastoral supportCo-ordinator, wānanga, cohort meetingsAcademic representationBoard of Examiners, Faculty Committees
7 Methods Student interviews Critical Incident Technique 3 contexts Aimed for 10 per programmeCritical Incident TechniqueCan you describe a time when the teaching and learning practices has helped (or hindered) your success in X?Trigger, Action, OutcomeCollaboratively group incidents into categories, sub-categories3 contextsNon-clinical, Clinical, MAPASValidation/Reliability TestingFocus Groups
8 Methodology Kaupapa Māori Research design, implementation, analysis, report writing and disseminationMāori-led, Māori input all stagesCulturally appropriate, safeGive way rule (acknowledge limitations)Rejection of victim blame/cultural deficit theories
9 Progress to Date 41 interviews (transcribed, categorised) Medicine – 17Health Sciences – 14Nursing – 7Pharmacy - 3Progress made (VRT and Focus groups)Conducted but not idealSecond phase of data analysis in progressRe-categorisationNursing data most developed
10 Overall results - preliminary No. of interviewsNo. of incidentsNo. of Incidents/IVHelp%HinderMBChB17393232646712933BNurs720129137686432BHSc146444641522936BPharm31143876BHSc data provided nearly double no. of incidentsSimilar proportions of help and hinder across programmesLikely to change as data fully reviewed
11 Nursing - preliminary Categories (n = 13) Totals (per category) Percentage (of total)Provide culturally appropriate academic and pastoral support5829%Use best practice teaching and learning methods3718%Provide a supportive learning environment2914%Recognise the importance of Nursing cohort cohesion147%Address stigma regarding MAPAS quota136%Provide opportunities to link theory to practice105%Ensure clinical staff understand their impact on student learning94%Support whakawhanaungatangaUnderstand the complexities of student life8Provide a well organised programme73%Provide a separate/safe cultural space42%Provide culturally appropriate clinical placements21%Support independent learning
12 Provide culturally appropriate academic and pastoral support MAPAS tutorials/study groupsMAPAS CoordinationTrigger: what’s really great about MAPAS you know [is that] always everything that they do for students is in order to really get them to succeed. Action: the more you kind of you go down the studying track you know with MAPAS the more good you feel you know, cause there are these people there and they’re really routing for you, you know, and they’re always really approachable and you know if you’ve got any problems, they’re always there for you and are willing to, you know, give you extra help if you need it. Outcome: I guess confidence is probably the biggest thing when you’re studying ... its quite good to have someone standing there, you know, well don’t worry just try it from a different angle for next time you know and we’ll get you through and I think that’s always been really good.MAPAS domain, Help, Year 1 Nursing student.
13 Use best practice teaching and learning methods Māori Health WeekNursing tutorials (content/size)Trigger: I think Māori Health week Action: I mean, you know I heard a lot of people during Māori health week say oh you guys get a whole week you know what about Somalian health week or you know Indian health week and yeah I think that that’s what kind of promoted a lot of the angst between other cultures and Māori students. Outcome: I think that that’s what aggravates the, it aggravates the hate or the kind of, it just promotes this idea that we get special opportunities.Non-clinical Domain, Hinder, Recent Graduate Nursing.
14 Provide a supportive learning environment ResourcesAwareness of tertiary studyTrigger: So I like to study at the university Action: my house isn’t particularly, I don’t know it’s got too many distractions so I find it really hard to study at my house. But when there isn’t like, cause I don’t have internet at my house either, when there isn’t a computer I can find at the university that’s annoying. And when there isn’t a text book I can borrow. Outcome: for the last exam I sat, I don’t know, cause I probably didn’t do enough of the study that I should have and that had a lot of, that had a lot to do with not having a text book to borrow at the universityNon-clinical Domain, Hinder, Year 1 Nursing student.
15 Recognise the importance of Nursing cohort cohesion Group learningTrigger: if you don’t have that support network in place to begin with Action: You know, you don’t have a “go to” person who you feel comfortable with to say you know, “Shoot, I’m really struggling, what do I do? Can you help me?” Outcome: It’s really important, oh absolutely important.Non-clinical Domain, Help, Year 1 Nursing student.
16 Address stigma regarding MAPAS quota Awareness of MAPAS supportTrigger: not knowing how to access MAPAS and all that stuff. Action: So, like, just not having that support, not knowing what to do, who to go see to help out, you know, in that first semester, was really hard, you know Outcome: then at the end of the year I had my interview and I got in....I realised that MAPAS was there to help, and that they offered all these thingsMAPAS Domain, Hinder, Year 3 Nursing student.
17 Ensure clinical staff understand their impact on student learning Staff characteristicsTrigger: I just don’t understand why a lot of the preceptors are like that towards student nurses Action: a lot of times they just ignore you, like you hear a lot of people in our class – I just stood there. I didn’t do anything. I’ve done that, because they just ignore me, and if you just stand there and you’re not doing anything, you’re not going to learn. Outcome: because it really does affect the way you learnClinical Domain, Hinder, Year 3 Nursing student.
18 Challenges/Lessons Get student recruitment right Know/use your denominatorGet interviewers on trackInvest in training/tracking (++++)Invest in research administrationOverestimate time/resources required to complete analysisAvoid going on maternity leave!
19 Summary Need to ensure quality analysis Next steps Need to fully review categories/sub-categories within and across the 4 programmeExplore domains – what have we learnt about clinical contexts etc?Next stepsRepeat VRTDevelop QTTe toolkitDraft papers/present findings
20 Acknowledgments Students Tātou Tātou Team MBChB – AP Philipppa Poole, Dr Myra RukaBHSc – Dr Bridget KoolNursing – Michelle HoneyPharmacy – Fiona KellyMAPAS – William Nepia, Dwain Hindricksen, Torise Lualua, Fa’asou ManuResearch Asssistant – Erena WikairePIDr Elana CurtisAko Aotearoa