Weaving together the many strands of Indigenous nursing leadership: Towards a Whakapapa model of nursing leadership.

Abstract

This article builds on current leadership theories and incorporates mātauranga Māori (Māori knowledge systems) and Kaupapa Māori methodology to inform a new model of Indigenous nursing leadership. The development of this model was inspired by one Māori nurse as she navigated her own leadership style that didn’t ‘neatly fit’ within existing theories of leadership. The development of the Whakapapa nursing leadership model recognised her inherent mana and dignity as an Indigenous woman, a nurse, and lesbian; alongside the learned skills, the history, relationships, aspirations, and responsibilities that she negotiated in her role. This model recognises the mauri (essence) of a person, demonstrating that leadership cannot be separated from the whole, that it is dynamic and intrinsically connected through whakapapa (ancestry). The authors propose the weaving together of many strands of leadership; utilising existing mainstream models but with additional strands sourced from mātauranga Māori – mana taurite (pursuing fairness and equity), whakatu tōtika (seeking the best solutions), i te wa tika me te waahi (in the right time and place), whakamana te tāngata (uplifting the dignity of people), ngā piki me ngā heke (embracing the ups and downs), tika, pono, aroha (acting with integrity) and te whānau, te hapū, te iwi (being accountable to the collective). While these strands are not exhaustive, they intertwine with other unique nursing leadership attributes to create a strong and inclusive leadership model. Hence, leadership is like a kete (basket) - each kete is unique, has its own kōrero (story), its own strengths, and weaknesses; and is beautiful in its wholeness. Utilising a Whakapapa nursing leadership approach can enhance outcomes for Māori nurse leaders to be authentically themselves for the betterment of their services, teams, whānau and hapori (communities).

An integrative review of racism in nursing to inform anti‐racist nursing praxis in Aotearoa New Zealand

“…Addressing underrepresentation in the nursing and tertiary education workforce is crucial to eliminating racism and the health disparity gap (Brockie et al, 2023;Came et al, 2022;Cooper Brathwaite et al, 2021;Curtis et al, 2019;Wilson et al, 2022). Consequently, by valuing the contribution of Indigenous and racially minoritised nurses, and particularly honouring Indigenous knowledge systems, enables advocacy and the transformation of health and wellbeing of local communities (Hunter, 2019;Kidd et al, 2020;McFadden et al, 2023;Wiapo & Clark, 2022;Wilson et al, 2022).…”

“…Since the late nineteenth century in Aotearoa (NZ), nursing has privileged Western perspectives through legislation, regulation, and education (Wilson et al, 2022). The ability to deliver and implement meaningful change in nursing has been stymied by health systems that are racist; by political resistance; and by the prevailing dominance of Western preferences and needs as being universal (Came et al, 2020;Hunter & Cook, 2020b;Wiapo & Clark, 2022).…”

From Kaimahi to Enrolled Nurse: A Successful Workforce Initiative to Increase Māori Nurses in Primary Health Care

“…Feedback highlighted how the moemoeā of both Māori health providers and Māori EN students were impacted by multiple From Kaimahi to Enrolled Nurse: A Successful Workforce Initiative to Increase Māori Nurses in Primary Health Care Nursing Praxis in Aotearoa New Zealand factors (competing social, cultural, and financial demands) that impeded their haerenga. Navigating this required a partnership approach to develop strategies, including the development of funding and support structures (educational, cultural, and clinical), which were strategies previously recommended by Te Rau Matatini (2015). A commitment was required to shift from the status quo to transformative workforce development models, at an individual, provider (educational and health), and governance level.…”

A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective

“…Doyle et al (2020) suggest the gap in knowledge explains why many Indigenist theorists have drawn upon their own experience, together with community mores and opinions, to develop their own contextualised models that advance the success of Indigenous Peoples around the globe. For example, Wiapo and Clark (2022) developed a theoretical framework for M aori nurses in leadership positions that drew upon the leadership experiences of M aori nurses. Whilst White (2009) completed doctoral research that examined university-educated Indigenous JOLE Australian women's journeys to leadership.…”

“…Model of senior Indigenous leadership in Australian higher education: from the perspectives of Indigenous academics Like the Indigenous leadership models, theories and epistemologies offered by M aori theorists such as Wiapo and Clark (2022), as well as Indigenous theorists White (2009) and Fredericks (2009), the model of best practice was created through robust data collection and analysis (see Coates et al, 2020) to suit the contextual and situational requirements of the leader, the community and the academy. This involved identifying the perceived values, characteristics and challenges of senior Indigenous leaders within the academy (see Coates et al, 2021).…”