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Methods Of Healthcare Delivery System01:26

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At the different levels of the healthcare system, we see varying methods of healthcare used. These methods include managed care systems, case management, and primary healthcare.
Managed Care System:
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Levels of Health Promotion and Illness Prevention01:26

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Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
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Models of Health Promotion and Illness Prevention II01:18

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Toitū te Tiriti: A Tiriti o Waitangi-led Approach to Public Health Curriculum Development.

Christina Severinsen1, Bevan Erueti1, Linda Murray1

  • 1Massey University, Palmerston North, New Zealand.

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|March 22, 2023
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Summary

Massey University is indigenizing its public health curriculum by embedding Māori knowledge, language, and values. This approach honors Te Tiriti o Waitangi and prepares graduates to advocate for Māori health aspirations.

Keywords:
IndigenousMāoricontinuing educationcultural competencecurriculumdecolonizationhealth promotionpedagogyprofessional preparationworkforce development

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Area of Science:

  • Public Health Education
  • Indigenous Knowledge Systems
  • Health Equity

Background:

  • Te Kunenga ki Pūrehuroa (Massey University) is committed to Te Tiriti o Waitangi principles.
  • Embedding Indigenous Māori knowledge is crucial for equitable health outcomes.
  • Existing public health curricula require adaptation to reflect Te Tiriti o Waitangi.

Purpose of the Study:

  • To outline the process of indigenizing a postgraduate public health curriculum.
  • To describe the integration of mātauranga Māori, te reo Māori, tikanga Māori, and Māori pedagogy.
  • To demonstrate how curriculum redevelopment supports Te Tiriti o Waitangi and Māori health aspirations.

Main Methods:

  • Curriculum redevelopment of the Master of Public Health program.
  • Integration of Māori knowledge, language, values, and pedagogy into all program levels.
  • Focus on culturally sustaining teaching and learning practices.

Main Results:

  • Successful embedding of mātauranga Māori, te reo Māori, tikanga Māori, and Māori pedagogy.
  • Curriculum now reflects Māori knowledge and processes at every level.
  • Enhanced student confidence in Māori ways of knowing, being, and doing.

Conclusions:

  • The indigenized curriculum effectively embodies Te Tiriti o Waitangi principles.
  • Graduates are equipped to partner with Māori (Tangata Whenua) and advocate for Māori health.
  • This approach fosters agentic graduates committed to Māori aspirations in health.