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About us

He hapori rapu i te taumata o te mātauranga, me te rangahau. A community of inter-professional learning and research.

If you are committed to improving people’s lives and a vocation where you can make a difference, the opportunities offered by the Centre for Health and Social Practice are endless. As part of this centre, you will be part of a community that is dedicated to social care, health, well-being and protection.

The programmes we offer lead to hands-on careers and our teaching reflects this. You will have access to real-world simulated learning and the latest technology, with opportunities for interprofessional education to learn from other professions and improve all-round care. Our experienced and registered tutors genuinely care about your success and will guide you on your way.

We know the needs of our stakeholders are always changing, so we deliver fit-for-purpose programmes that are responsive to changes in the health and social practice sectors. We value inclusion, diversity, and the achievement of potential in all of our staff and students. We are committed to social justice, and our treaty partnership between Tangata Whenua and Tauiwi underpins everything we do.

Study with us

Now is the time to turn your passion for people into a career.

In the world of health and social practice you will be challenged, inspired, and rewarded – sometimes all at once. We will give you the skills and knowledge to change the world. Be the graduate everyone is looking for.

Pathways

Click on the images below to see a larger version.

Postgraduate nursing

Health and social practice pathway diagram

Postgraduate nursing

Postgraduate nursing pathway diagram
Please check the entry criteria for each programme to see which course is the best level for you to begin with. The entry criteria information can be found on each of the programme pages here online. You can also contact us directly to discuss the appropriate level for you at info@wintec.ac.nz.

Subject areas

Courses

Short courses/professional programmes

Our facilities

The Centre for Health and Social Practice facilities are designed for students to get the most out of their learning. The latest technology is made available to put theoretical knowledge into practice. Students can expect environments such as a simulated ward with computerised patient models who assume real health issues. We value diversity and inclusion; facilities are designed to encourage interprofessional learning between health and social care, with opportunities for interaction between staff and students.

Get involved

Be part of our community and see how we can work together.

The Centre for Health and Social Practice maintains close relationships with the industry and professional bodies that graduates register with. Our staff are experienced in their fields and are continuously active in health and social practice research. Our students are taught with a focus on the practical elements of healthcare and are encouraged to apply theoretical knowledge to real-world learning environments. Each year students will gain credit for undertaking placements, internships, or volunteer work in their field. 

Placements

Our teaching approach focuses on the practical side of learning, and we understand the benefits of real-world work environments for our learners. We deliver work-integrated learning programmes, meaning that we facilitate learning by connecting and integrating experiences across educational and workplace contexts, in which feedback from clients/patients and registered professionals is integral to your academic experience. 

Ākonga (learners) in the Centre for Health and Social Practice spend time across their programmes in work placements for credit. The amount of time spent on placement varies according to qualification and year; first-year ākonga will spend approximately a quarter of the year doing work placement, while third-year ākonga will spend most of their time on placement. Our pathways require ākonga to meet certain requirements throughout their programme. 

Placement expectations

Placement scheduling, localities, and attendance 

We will endeavour to provide placements within the Midlands region; however, this is dependent on supply and learning needs, and therefore you should expect that travel will be required for at least one placement during your programme. Given the nature of the professions concerned, you should be prepared to undertake shift work. You are expected to attend all aspects of placement regardless of time, day or place. You will be responsible for all costs associated with placement; for example, food, travel and accommodation.

It should be noted that each accrediting body has a minimum number of hours required for the completion of a qualification or specific module. In addition to achieving the minimum number of hours required, you must also meet the relevant competency. As your education provider, we must ensure that you have adequate time to reach competency, and this may mean you complete hours over and above the minimum required by the accrediting body.

Pre-placement orientations

Your individual programme will share placement orientation information with you. You are required to attend and complete all pre-placement orientation requirements before your placement can commence.

Attendance

You are required to attend all scheduled placement days/activities. If you are absent from placement, you must inform your module coordinator or other nominated person immediately, and ideally in advance of the relevant activity. If you are absent from placement for three days or more, you may be required to provide a medical certificate. Please refer to your Ākonga Handbook for further information.

Confidentiality and privacy

Your programme will include formal learning regarding confidentiality and privacy within your profession, and as an ākonga of Wintec. There are numerous pieces of legislation and policy that detail specific and strict requirements. You are expected to learn and apply this knowledge and adhere to all relevant legislative and policy requirements throughout your education.

Placement record keeping

You are expected to maintain complete and thorough placement records, including timesheets. Timesheet information will be entered into SONIA. It is essential that you complete your timesheets in a prompt manner and as required by your programme of study. If you have any questions, please contact the Clinical Experience Team by emailing chaspplacements@wintec.ac.nz. Please note that some programmes, such as the Bachelor of Midwifery, may require ākonga to complete a logbook or similar in addition to or in place of entering timesheet information in SONIA. It is your responsibility to check all requirements for your chosen programme of study.

Uniforms/dress code

Please note that some programmes, such as the Bachelor of Nursing and the Bachelor of Midwifery, have specific uniform requirements for placement. Please refer to your Ākonga Handbook for details. Tidy and professional attire is expected regardless of your programme of study. If you have any questions or concerns about attire, please contact your module coordinator as soon as possible. Any ākonga who report for placement in incomplete, unsatisfactory or unprofessional dress code may not be permitted to commence the placement until appropriately attired.

Professionalism and appropriate behaviour
At all times while on placement, it is expected that you will act with professionalism and integrity. This includes during interactions (in person and via phone/email) with placement providers, patients/clients, as well as Wintec staff members.

Please remember that mobile phones may not be used while on placement, with the exception of meal/break times. 

Challenges
We know that life challenges and other circumstances mean that readiness and ability to engage in required clinical/practicum placements may change over time. We can often accommodate and support your needs and provide you with extra learning and development opportunities as long as you proactively inform us of any issues arising that may impact your success. Significant unexpected events may make you eligible for special concessions. Please let us know promptly if something like this arises for you as there is a formal pathway you need to follow to apply for any such concession. Whānau and/or cultural advocates are an option for ākonga when applying for special consideration.

Clinical Passports

Prior to commencing placement, you must complete your Clinical Passport (also referred to as Checks). Your Clinical Passport includes but is not limited to the following requirements:
  • Police Vetting and Children’s Act (2014) safety check
  • Immunisation Status and Vaccination Declaration
  • Student Confidentiality Agreements(s)
  • Mask fit testing
  • Additional requirements as determined by your programme of study

Your Clinical Passport/Checks must be completed in SONIA, our new, easy-to-use placement tool. To access SONIA, click here

Police Vetting and Children’s Act (2014)

Before you can go on placement, you must ensure you complete an online Children’s Act (2014) Declaration as well as Police Vetting.

Immunisation Status and Vaccination Declaration
The Immunisation Status and Vaccination Declaration screens for immunity against Hepatitis B, MMR, Varicella, Boostrix (Diphtheria/Tetanus/Pertussis), TB, and MRSA.
  • This form must be completed by a registered healthcare professional (eg your general practitioner).
  • If your healthcare professional is unable to verify your immunity status for any or all of the required immunisations, you will need to undergo serology (blood) testing and supply the results for review.
  • You will be responsible for all costs associated with the health screening process.

Covid-19

The New Zealand Immunisation Schedule strongly recommends you are fully vaccinated against Covid-19; however, this is not compulsory. Your status must be declared on your Immunisation Status and Vaccination Declaration. If you decline to follow this advice, specific health and safety measures must be put in place to ensure your safety and the safety of those in your care. In the event of an outbreak, unvaccinated ākonga may need to be removed from placement and this may, at times, impact their learning pathways.

Mask fit testing
All ākonga taking part in a placement located at any Te Whatu Ora Health New Zealand site will be required to complete Mask Fit Testing. This requirement must be completed on an annual basis. 

Health Practitioners Competence Assurance Act (2003)

As your education provider, we have obligations to ensure that you are able to act in accordance with the professional and safety expectations of the Health Practitioners Competence Assurance Act (2003). We must also be accountable to the professional practice expectations of the relevant registering body as we make decisions about your readiness to practice.

Your academic learning is designed to develop your personal, academic, and professional readiness to work in the health and social services. In addition to core skills, we will also teach and assess your awareness and personal and professional growth at levels appropriate to the relevant profession and to your stage of learning within your programme.

Upon enrolment and prior to each clinical/practicum placement, we must be able to attest to your
abilities in the following areas:
  • You will be expected to be able to interpret and relate to individual and whānau needs and have the capacity to learn when and how to use appropriate therapies, tools, techniques and skills.
  • You will be expected to be responsive to Te Tiriti o Waitangi and other cultural worldviews in your interactions with others.
  • Your professional communication (which includes privacy and social media guidelines and legislation) and engagement with your learning and with classroom learning will be used as an indicator of your readiness for success in a professional setting.
  • Your enrolment requires you to be of good character, to declare any criminal convictions or complaints about your practice, and to discuss any significant experience of trauma, including addiction, which can affect your learning or professional practice.
  • If you have any changes in your mental or physical health status at any time during your programme of study, you are expected to inform us. 

News

An enviable nursing career for this wannabe spy

Jill Clendon once wanted to be a spy but instead she has had an extraordinary career in nursing

 Jill Clendon once wanted to be a spy but instead she has had an extraordinary career in nursing, here she is taking time out with her husband Gordon Mains at the Cape Egmont lighthouse after completing an 11-day bike journey.


In her 25-year nursing career, Wintec graduate Jill Clendon has worked in paediatrics in Alaska, co-authored three books and given nursing advice to Director General of Health and New Zealand’s COVID-19 hero, Dr Ashley Bloomfield.

A career in nursing wasn’t on her mind when she enrolled in a Bachelor of Arts – majoring in Political Science and Scandinavian Studies – at the University of Auckland.

“During my last year of high school (at Lynfield College in Auckland) I did a student exchange in Finland. It was the cold war era and I wanted to be a Russian spy…but there wasn’t much demand for that in New Zealand!” she laughs.

At university, she joined the ski club and spent four New Zealand summers working as a ski patroller in Lake Tahoe.

“While I was in the States, I worked at a summer camp for girls which was what first got me interested in nursing. Because of my previous job as a ski patroller, I had my first aid responder qualification which meant I used to cover for the nurse on her day off. I really enjoyed working with these girls and decided to move back to New Zealand to study nursing.”

That is how the wannabe spy turned ski patroller ended up in Hamilton studying a Diploma in Nursing (now a Bachelor of Nursing) at Wintec.

After graduating, she returned to the States, working as a paediatric nurse in Colorado and Alaska before moving back to New Zealand to work in paediatrics at Starship Hospital in Auckland.

While working as a public health nurse in the community, something Wintec nursing tutor Glennis Birks, said to Clendon kept playing on her mind.

“When I was studying at Wintec, one of my tutors – Glennis Birks – suggested I do my Masters. She planted a seed of career development and gave me the inspiration and motivation to further my studies and, as it turns out, my career.”

Clendon enrolled in a Master of Nursing at Massey University, giving birth to her first child on the last day of collecting data for her thesis.

After the new mother finished her thesis, she taught in Massey University’s postgraduate nursing programme for eight years. She had her second child and completed her PhD.

Keen mountain bikers, skiers and trampers, the family relocated to Nelson to embrace the outdoor lifestyle. 

Clendon worked for two years teaching on Nelson Marlborough Institute of Technology’s Bachelor of Nursing programme and then as Nursing Policy Advisor and Researcher for the New Zealand Nurses Organisation.

But it was her next job at the Ministry of Health that has been the highlight of her career.

For two years, she commuted weekly from Nelson to Wellington to work as Chief Advisor – Nursing and Acting Chief Nursing Officer.

“I absolutely loved being Acting Chief Nursing Officer. My job was to give advice about all things nursing to the Ministry of Health and Director General of Health. I worked with various ministers and really felt like the work I was doing was making a difference.”

It was her dream job, but the commute wasn’t ideal so the pragmatic 50-year-old decided to look for a Nelson-based role and for the last two years has been Nelson Marlborough District Health Board’s Associate Director of Nursing and Operations Manager in Ambulatory Care.

“My current job is a really cool mix of leadership and operational management. As well as being responsible for 94 staff members, I manage the budget and provision of district nursing and public health nursing for the Nelson Marlborough area. This means I can direct resources to improve the level of care that we provide.”

Clearly passionate about nursing and healthcare, Clendon says her motivation comes from wanting to make a positive difference to people’s lives.

“This can be something small, like helping a child to feel safe when I vaccinate them, or it can be the big stuff, like achieving equity outcomes by directing resources to ensure that Māori are getting the care they are entitled to.”

Still involved in nurse education, Clendon is also an adjunct professor at Victoria University and is co-writing her fourth nursing textbook.

This year, 2020, is the Year of the Nurse and the Midwife. This story is part of a series where nurses and midwives who have graduated from or worked with Wintec tell their stories. 

Find out more about studying nursing at Wintec.

Read more:

Wintec to deliver new nursing and health programmes in Thames and Ōtorohanga

Dreaming big enabled this nurse to open her own GP practice

Flying high as an ICU nurse


Year of the Nurse and the Midwife 2020

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