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HLTM521 – Social Context of Nursing in New Zealand

Module code
Module title
Social Context of Nursing in New Zealand
The aim of this module is to provide an opportunity for students to situate acquired values, beliefs, and relational styles within a broader cultural context. The particular context of Aotearoa/New Zealand is emphasized because there is a need for health professionals to understand themselves and others within the specific socio-historical context of the society where they live. However, because of the global nature of contemporary nursing, it is also emphasized that the understanding of identity as being culturally informed is knowledge that is transferable to any cultural context nurses may be working in. The module is underpinned by the assumption that identity is produced relationally within a specific socio-historical context. We therefore explore various relationships as they relate to identity and will move between the wider cultural context and the individual one. In this way the module introduces students to further ideas through which they can critically explore their own ways of being.
NZQA Level
Level 5
NZQA Credits
Delivery method
  • Web-Based
Learning hours
Total learning hours
Resources required
Learning Outcomes
Upon successful completion of this module, students will be able to:

1.Describe their understanding of the concept of culture
2.Describe their understanding of the relationship between culture and identity
3.Identify and discuss their own cultural identity in the context of Aotearoa/New Zealand including mihi, pepeha, and waiata.
4.Discuss the significance of cultural identity in the contemporary New Zealand hauora/health care context
5.Describe their understanding of the historical and contemporary relevance to health in New Zealand of Te Tiriti o Waitangi/The Treaty of Waitangi
6.Discuss the impact of colonisation on the health of the peoples of Aotearoa/New Zealand
1 Theories of Culture and Cultural Identity
•Concepts of culture and cultural identity (sociological, psychological, postcolonial)
•Distinction between the terms culture, race and ethnicity
•Historical and contemporary influences on New Zealand cultures
•Global and local influences on cultural identities in Aotearoa/New Zealand
•Relationships that have been shaped by historical and contemporary influences

2Theories of Identity
•Western concepts of identity (biological, sociological, psychological, postcolonial)
•Maori concepts of identity (Te Whare Tapa Wha [Mason Durie, 199]8)
•Historical and contemporary constructions of identity that inform our understanding of the self
•Relationship between culture and identity

3Awareness of own cultural identity
•Whanau/family history
•Whanau/family composition
•Reo/language influences including mihi, pepeha, and waiata
•Social and historical influences (global and local)
•Peer influences
•Personal values and beliefs

4 Cultural identities in the hauroa/health context of Aotearoa/New Zealand
•Identity and hauroa/health
•Models of hauroa/health
•Health statistics
•Structural analysis ( policies, structures and workforce composition)
•Overt and aversive racism
•Racial identity theories

5 Te Tiriti o Waitangi/The Treaty of Waitangi
•Historical and contemporary discourses
•Legal discourse
•Declaration of Independence
•Historical context of the signing of Te Tiriti o Waitangi/The Treaty of Waitangi
•Articles and principles of Te Tiriti o Waitangi/The Treaty of Waitangi
•Differences between the two language texts of Te Tiriti o Waitangi/The Treaty of Waitangi
•Te Tiriti o Waitangi/The Treaty of Waitangi as a contemporary health document

6 Colonisation and hauroa/health
•Kawanatanga and tino rangatiratanga
•Social organisation and hauroa/health
•Political organisation and hauroa/health
•Reo/language and identity
•New Zealand wars
Teaching and Learning Strategy
Activities involving kanohi kit e kanohi face to face, tutor lead, and interaction with an emphasis on being student-centred and student self-directed: classroom-based lectures with audio-visual support, tutorials, enquiry-based activities, investigations, laboratory and industry-based clinical practice sessions and group activities.

Researching whanau/family history and patterns will enhance student understandings of cultural identity
Assessment Criteria
Assessment Criteria: Achievement-based
Students must attain an overall grade of 50% to receive a passing grade for this module.
Learning and Teaching Resource
An extended reading list will be supplied by the lecturer at commencement of the module. This will be updated annually.

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