The evolving landscape of health care demands a shift in how nursing education is structured and delivered, particularly in the tertiary sector.
In New Zealand, as elsewhere, nurse educators play a vital role in equipping future health-care professionals with both practical and theoretical knowledge.
However, the current emphasis on advanced clinical nursing skills as a primary metric for recruiting nurse lecturers narrows the scope of nursing education. This approach risks undermining the broader competencies required to nurture well-rounded health-care professionals.
A multidisciplinary approach is needed to foster a more holistic learning environment, reflecting the complex realities of modern health-care practice.1, 2
Limitations of clinical-only expertise
While advanced clinical skills are undeniably important, limiting the recruitment of nurse lecturers to those with specialised nursing experience constrains the educational framework. Academic teaching requires more than clinical knowledge — it involves pedagogical expertise, research literacy and a capacity to engage in critical discourse.
Nurse educators must foster skills such as leadership, health literacy, cultural competence and inter-professional collaboration, all of which transcend bedside practice.2
Nurse lecturers with diverse backgrounds — such as public health, education, management and social sciences — can bring unique insights into the curriculum.
Moreover, tertiary institutions are not simply training grounds for clinical proficiency but are spaces where students learn to integrate knowledge from various disciplines, including public health, psychology, sociology and ethics.
Nursing care in New Zealand increasingly involves working within complex systems of primary, secondary, and tertiary care, requiring an understanding of health policy, digital health technologies, and community engagement strategies.1, 3 Therefore, the narrow focus on clinical nursing skills as a yardstick for employment creates a disconnect between the educational environment and the realities of health-care delivery.
The role of multidisciplinary learning
Incorporating multidisciplinary approaches into nurse education offers a way to bridge these gaps. Nurse lecturers with diverse backgrounds — such as public health, education, management and social sciences — can bring unique insights into the curriculum.
This variety ensures that nursing students develop a nuanced understanding of the social determinants of health, ethical decision-making and evidence-based practice. Furthermore, educators trained in pedagogy — teaching methods — are better equipped to design courses that engage students effectively and foster critical thinking.2
These skills are equally essential for producing competent nurses who can adapt to shifting health-care demands and contribute to policy development.
Additionally, the integration of indigenous knowledge systems into the curriculum, aligned with the principles of Te Tiriti o Waitangi, emphasises the importance of cultural safety in nursing education. A multidisciplinary faculty that includes expertise in Māori health and biculturalism ensures that nursing students can respond appropriately to the cultural needs of patients and communities.1, 3
Role of history and other disciplines in nurse education
The inclusion of historical research in nursing education is an example of how disciplines outside health care can enrich the learning experience and broaden the horizons of nurse lecturers.
History provides critical insights into the evolution of health-care systems, nursing practices, and patient care approaches, which are crucial for understanding contemporary challenges.
History provides critical insights into the evolution of health-care systems, nursing practices, and patient care approaches.
For example, examining historical nursing figures like Florence Nightingale and Mary Seacole allows educators and students to explore the roots of nursing ethics, advocacy, and the social impact of public health interventions. Such historical perspectives deepen students’ understanding of the profession’s legacy and the broader sociocultural contexts in which nursing operates.2
Additionally, history encourages critical thinking by enabling students to analyse patterns of health-care inequities and reforms over time. For example, studying the responses to past pandemics or the development of health policies can help nursing students understand the importance of evidence-based practice and systemic change in improving patient outcomes.
By integrating history into the curriculum, nursing education becomes more than a technical training ground — it fosters a reflective practice that encourages nurses to consider how their work fits into larger societal narratives.4
The value of history in nursing education extends to its ability to foster empathy and cultural competence. Understanding the historical experiences of marginalised groups, such as the impact of colonialism on Māori health in New Zealand, equips nurses with the cultural sensitivity needed to provide equitable care.
Incorporating such insights into lectures not only enhances the cultural responsiveness of nursing graduates but also aligns with the principles of Te Tiriti o Waitangi, which underpin health-care delivery in New Zealand.3
Beyond history, other disciplines like ethics, sociology and communication studies contribute significantly to the preparation of well-rounded nurse educators and students. Ethics fosters moral reasoning, sociology offers insights into the social determinants of health, and communication studies enhance patient-nurse interactions.
Together, these disciplines create a comprehensive framework for understanding the complexities of health care.2
Rethinking employment criteria in the tertiary sector
To promote a more inclusive and effective nurse education framework, hiring policies in tertiary institutions must be re-evaluated. While clinical competence remains essential, it should not be the sole criterion for recruitment.
Greater value should be placed on pedagogical training, research experience, interdisciplinary collaboration and cultural competence. These qualities are indispensable for fostering a comprehensive educational environment that mirrors the realities of contemporary health care in New Zealand.1
A multidisciplinary approach to nurse lecturing is essential to meet the diverse challenges of health care in New Zealand. The tertiary sector must recognise that advanced nursing skills are only one part of the equation.
Broader competencies — such as teaching expertise, research acumen and cultural knowledge — are equally critical in preparing the next generation of nurses. A shift in recruitment practices to reflect these priorities will ensure that nurse education is aligned with the demands of modern health care and the principles of equity, collaboration, and continuous learning.
Andrew Redpath, RN, Dip (HE) Nursing Studies (Adult), BA (History), NZCATT, is a senior lecturer in the nursing school at the Manukau Institute of Technology. He served as a combat medical technician in the British Army before training as a nurse, and in New Zealand has worked in emergency departments and neonatal intensive care. He is completing a masters thesis on the experiences of the NZ Expeditionary Force in WWI.
References
- Cameron, M., Foxall, D., & Holman, G. (2023). Mahere Hau: An integrated bicultural nursing assessment framework. Kaitiaki Nursing New Zealand.
- Wilkinson, J. (2023). Marking 50 Years of Nurse Education in the Tertiary Sector. Nursing Praxis in Aotearoa New Zealand, 39(1).
- Durie, M. (1998). Whaiora: Māori Health Development (2nd ed.). Oxford University Press.
- Goh, K., & Watt, E. (2003). From ‘dependent on’ to ‘depended on’: The experience of transition from student to registered nurse in a private hospital graduate program. Australian Journal of Advanced Nursing, 21(1), 14-20.