HCBN6101 Assignment 1 Purpose

To explore the historical context and potential of nurses to promote equitable access to healthcare and equitable health outcomes for Māori. Furthermore, the student will be able to reflect upon their experience at Te Noho Kotahitanga Marae.

Task

• Read the scenario below and highlight key points.
• Answer the questions for the scenario (A and B).
• The word count for each of the questions is a guide only, but your completed work should not exceed 1700 words.
• One resubmission allowed
• Cite relevant sources as required in your responses, and create a reference list after your work using APA 7th edition format.
• DO NOT include the scenario or the assignment instructions in your completed work.
• No generative artificial intelligence to be used

Section One

Scenario One: Te Ao Hou

Mr. Reweti is 70 years old. When he was 10 years old, his whanau moved from their close-knit rural community to town for work and education opportunities. Mr. Reweti fulfilled his parents’ aspirations for their children to succeed in the ‘pakeha world,’ and despite barriers in the education system, he achieved well at school. The appeal of earning money, however, saw Mr. Reweti follow his father into the timber industry, working at the town’s sawmill for 15 years. When the mill closed, Mr. Reweti used his high school qualifications to study, and he became a primary school teacher. Teaching took him and his own whanau to schools in different parts of the country. Recently he has returned to the home his parents bought under a government scheme when they moved to town in the 1950s.

His father died from cancer at the age of 58. His mother kept busy after her husband’s death

caring for grandchildren, tending her vegetable garden, and involving herself in the local branch of

the Maori Women’s Welfare League. However, her health was declining and Mr. Rewet, whose own

Health was not great; he retired from his profession and moved home with his wife to care for his ailing mother.

When she died, Mr. and Mrs. Reweti stayed on in the house. Ngawai their eldest daughter, was

concerned about her parents’ well-being and called a whanau hui with her siblings. It was agreed

that while they would all share responsibility for their mother and father, Ngawai and her four

Children would move in with them. Her children include twins Ropata 12 and Hero (12), Ranui (10), and

Potiki 6. (3 boys and a girl).

Mr Reweti is a native speaker of te reo Māori and despite his health, he is involved at the

children’s kura (school) as a kaumatua. While he enjoys being close to his makes (grandchildren)

and involved in their school community, he longs to go ‘home’ to his ancestral land, to his maunga,

to his awa, to his turnagawaewae. Unlike their parents, Ngawai and siblings have not been

brought up speaking te reo Māori. For her own children however, Ngawai was determined that

they would ‘have the reo’ and chose for them to be schooled in Maori immersion education

starting with Te Kōhanga Reo and then Te Kura Kaupapa Māori.

A) Discuss the importance of whenua, whanau, and te reo for Māori identity. Consider the role and place of the urbanisation of Māori in the 1950s and 1960s, the assimilation policy “pepper potting,” and the Māori affairs housing scheme. Support your discussion with examples from the scenario (10 marks). Include at least 3 references to current literature. 500 words

B) Discuss why it is important to understand the importance of identity and a Te Ao Māori perspective when working with Māori patients. How will this knowledge influence the way that you work with Māori patients and their whānau? (10 marks)

Scenario one to Ao Hou