Finding good quality clinical placements for bachelor of nursing (BN) students continues to be a challenge for educators,1 one reason being the increased demand for placements.2
Clinical placement is an integral part of student learning and there needs to be a culture of commitment across health services to providing positive and engaging clinical experiences to make placements meaningful for students.2
International evidence suggests that even if clinical placement experiences vary considerably, all need to prepare nursing students for safe practice as graduate nurses.3
Experiencing being a nurse in a unique way
A group of nursing students and clinical lecturers from the Western Institute of Technology Taranaki (WITT) nursing school had the opportunity to experience being a nurse in a unique way at the national kapa haka festival, Te Matatini, earlier this year.
Respectful exchanges with people they provided care to, contributed to their understanding of cultural safety.
Advertisement
Working at a health clinic set up at the Te Matatini site provided these nursing students with a clinical placement which enabled them to experience tauutuutu (reciprocity) in practice. Respectful exchanges with people they provided care to, contributed to their understanding of cultural safety.4
This article includes reflections from students and staff who took part in the Te Matatini clinical experience.
“I would rate this experience as highly valuable in terms of clinical exposure. While it may not have had the same structure as a hospital placement, the experience of delivering health care in a community-driven, culturally rich environment provided a deeper understanding of Māori health needs, engagement strategies, and the significance of culturally safe practice. It reinforced that health care is not just about treating illness but about fostering trust, relationships, and culturally meaningful care — lessons that will shape my nursing practice moving forward.” — Nursing student 1
“At Te Matatini, I observed the deep integration of Māori health practices within a cultural setting, something that is often limited or absent in mainstream nursing practice. The emphasis on collective wellbeing, whakawhanaungatanga (relationship-building), and holistic health approaches was profound.” — Nursing student 2
“The experience was fantastic and had scope for so much in relation to health promotion, prevention and education.” — Nursing lecturer 1
70,000 festival-goers
Te Matatini is a celebration of traditional Māori performing arts, encapsulating the power and beauty of kapa haka. The 2025 festival was held in Ngāmotu /New Plymouth at the Bowl of Brooklands over five days at the end of February.
More than 70,000 festival-goers were expected across the five days, culminating in 15,000 attending the last day of competition.5
Health New Zealand — Te Whatu Ora provided a hauora (health) village at the site. Invited to be part of the village was health insurance company nib, an organisation with a strong emphasis on belonging and social justice. The company develops partnerships in the community to help reduce inequalities, with a special focus on preventative health, mental wellbeing and Māori health.6
Blood pressure and HBA1c checks
Nib invited the school of nursing at WITT to be part of the Te Matatini festival, to provide blood pressure and HBA1c health checks. Over the five days, nursing students (ākonga), with the support of nursing lecturers, provided 419 health checks — 119 on one day alone.
While the physical health of the person was the catalyst for each interaction, it became apparent that there were opportunities at the same time for brief holistic, culturally-safe assessments and interventions that may have made a difference to Māori health outcomes.
“Primarily because it was an amazing experience to witness our nēhi ākonga Māori shine. As soon as we stepped in the Bowl, I could see their demeanour change from unsure, to relaxed and invigorated. I believe this is because Te Matatini was a dedicated space where they do not need to be anyone else but themselves. Additionally, it was good to witness the nēhi ākonga Māori really see the health statistics they learn in class. I don’t think they would have had this unique experience anywhere else, so having our ākonga at Te Matatini was a truly a remarkable experience for us all.” — Lecturer 3
“Being at Te Matatini with seven tamariki initiated a tane to come forward for a health check — he had a previous diagnosis of diabetes but had not followed up with treatment for many reasons, mainly fear. The result of the interaction with the ākonga during the health check has motivated the tane action to access treatment.” — Lecturer 4
The six pou
Te Kaunihera Tapuhi o Aotearoa — the Nursing Council of New Zealand (NCNZ, 2024) has made changes to education and nursing standards that reflect contemporary research, policy and best practice in relation to meeting obligations of Te Tiriti o Waitangi. These changes are necessary to meet the need for a culturally competent workforce.7
Along with changes to the standards for nursing educational programme,8 changes have been made that directly affect nursing practice, including the move from competencies and indicators across four domains to standards of competence across six pou.
BN education providers must ensure that students experience high-quality nursing practice experiences to demonstrate how they meet these obligations.1
The Nursing Council expects nursing students to experience clinical learning that is positive, diverse and from across health-care settings. The criteria require learning to integrate mātauranga Māori, including exposure to learning experiences that are shaped by kaupapa Māori health services.8 Finding these authentic clinical experiences for all students can be difficult for nursing education providers.
“While I have learned about Te Whare Tapa Whā in my studies, seeing it in action — where physical, mental, spiritual, and whānau well-being were equally valued — was eye-opening. In a hospital or clinical setting, care is often institutionalised into western medical models, whereas here, health was a shared community responsibility.” — Nursing student 1
“An observation aside was that despite being a Māori kaupapa, the nib and diabetes stall had some Māori staff but still came from a Western world view. It made me think about colonisation and how difficult it is to push back systemic Western world views, and whether it would have been run differently had it been led by Māori for Māori, a kaupapa Māori service.” — Lecturer 1
The reflections shared below focus on the nursing students’ and lecturers’ experiences of meeting the standards of nursing competence for the six pou at Te Matatini.
Pou one: Māori health
“The most significant learning was seeing how accessible and culturally responsive health care can be when delivered in a familiar, safe environment. One standout moment was witnessing whānau supporting each other, whether it was ensuring their kaumātua had access to health checks or encouraging younger members to engage in wellbeing discussions. It showed that health is not just an individual journey but a collective one, and cultural safety is just as critical as clinical expertise in delivering effective care.” — Nursing student 1
“The main aspect that I noticed during my two days at Matatini, was the ‘fear of knowing’ regarding health issues, combined with lack of trust in the health-care system. Many of the clients were either reluctant to have health-care checks or showed concern that their results would be ‘bad’. Upon discussion with clients, it was clear that many Māori do not access health-care services due to inequity barriers, but also fear.” — Nursing student 2
“The experience really reinforced the power of the karanga to invite whaiora to the service. Part of my role involved quite literally calling in people for a health check. With so many stalls, the performances and the beautiful scenic backdrop we were working at, it really was a task to break through the atmosphere and draw attention to our service. But it had to be done in a warm, welcoming and tactful way, just like a karanga in a pōwhiri, to show that we were offering a safe place. And it worked! In one day alone we stopped counting at 110 blood pressures!” — Lecturer 1
‘The main aspect that I noticed during my two days at Matatini, was the ‘fear of knowing’ regarding health issues, combined with lack of trust in the health-care system.’
Pou two: Cultural safety
“Being Māori helped to diminish the usual power imbalance between nurse and patient. In mainstream settings, health-care professionals often hold the authority, and patients may feel reluctant to speak up. However, at Te Matatini, I was not just a “nurse”— I was also a Māori person within a shared cultural space, which created a sense of manaakitanga and trust. My ability to speak te reo Māori, understand tikanga, and respect Māori ways of being meant that whānau saw me as an ally rather than an authority figure. This experience reinforced how culturally safe practice can empower patients, rather than positioning them as passive recipients of care.” — Nursing student 1
“I wondered if my cultural identity as a nurse rather than my cultural identity as a Pākehā may have had a bigger impact on power imbalance, possibly because the uniform is often associated with a power status, so it was important to ensure introductions and consent was sought. I was reflective and mindful of being a Pākehā and my place at such a culturally important event but true to Māoridom, only experienced a welcoming and warm reception. — Lecturer 2
“During my two days at Matatini, I was constantly aware of the possible impact of my role as a health-care professional who is of European descent, and the impact it may have on the recipients of my care. I understand that not only is there a perceived power imbalance, but that I am not Māori, and that both these aspects can impact on the relationship within this setting. When introducing myself to Māori, I made every attempt to use reo and always confirmed my pronunciation of their names. Many of the clients were impressed that I had done this, specifically regarding their names, as this is crucial to their identity. It also highlighted the significance of these actions within the context of the health-care check, that resulted in a positive experience for whaiora.” — Nursing student 2
Pou three: Whanaungatanga and communication
“Whilst the HBA1c tests were processing, the five-minute wait provided an opportunity to develop stronger connections. I invited a discussion of aspects of life they wished to share with reference to health and wellbeing. I am unsure if it was how I framed the question or the fact that this person needed to talk to someone, but before I knew it, they were describing very personal details about life that included trauma, drugs and alcohol and abuse. I continued to show empathy by active listening and asking open-ended questions because it became aware to me that they needed to talk, and these were ways to facilitate this. They became very emotional but also stated that they hadn’t told anyone this information before and ‘it felt so good to get it off my chest’. When they left, they asked if they could give me a hug because I had been so kind to help and that they really felt they could trust me.” — Nursing student 2
‘When they left, they asked if they could give me a hug because I had been so kind to help and that they really felt they could trust me.’
Pou four: Pūkengatanga and evidence-informed nursing practice
“From the perspective of clinical experience, I realised that my two days at Matatini were not only an incredible opportunity for hands-on experience with ‘real people’, but also a privilege to be a part of.” — Nursing student 1
“Some whaiora I spoke with talked about fear because of whānau history and death from preventable disease as being a barrier to help-seeking behaviour. I had several young Māori males that were relatively fit but had stressful occupations and symptomatic hypertension. The link between stress and ill-health was not widely known. This highlights the legacy of colonisation perhaps relating to epigenetic and intergenerational change impacting Māori. You can only have kōrero about these sorts of things by first really getting to know the person, building whanaungatanga, validating experiences and sharing knowledge to empower change. Tino rangatiratanga over own health.” — Lecturer 1
Pou 5: Manaakitanga and people-centred care
“It was very clear that Māori wanted to be proactive about their health. Lots of people had already recently had their blood pressure taken which led to a good discussion about their results and their health goals. Despite hesitancy or whakamā to have BP and blood-glucose levels taken, it was inspiring to see how many people took the offer as motivated by wanting to set a good example for their whānau, or, people not necessarily needing or wanting a health check, but having one anyway at the same time as a whānau member who needed the support during their health check. There was also more ‘word of mouth’ referrals to our service than what I expected, where people had encouraged one another to go and get a health check. It was a real contrast to what you might read in the media and pukapuka/books about Māori not wanting to access health services.” — Lecturer 2
It was a real contrast to what you might read in the media and pukapuka/books about Māori not wanting to access health services.
Pou six: Rangatiratanga and leadership
“From the perspective of clinical experience, I realised that my two days at Te Matatini were not only an incredible opportunity for hands-on experience with ‘real people’, but also a privilege to be a part of. It is my view that any time opportunities arise such as this, we as student nurses, should take them with open arms, as this is how we will develop and learn for our future roles as nurses in Aotearoa New Zealand.” — Nursing student 2
“The unique opportunity of health checks at Te Matatini put student nurses in the role of change agents as the brief interventions offered about health had the potential to make a difference to not only the person but to the wider whānau.” — Lecturer 3
The work of the diverse cultural group from WITT who provided the health checks at Te Matatini provided an example and an insight into what Māori nurses want from tauiwi nurses — that is to work as culturally responsive allies and commit to addressing racial discrimination that overtly and inadvertently reinforces health inequalities.4
It is essential that nursing education providers explore how to provide nursing students with supported experiences to connect in an authentic way to meet the standards of competence pou.9 The experience of Te Matatini achieved this, as shown in the reflective statements we have shared.
“Te Matatini not only provided an opportunity for us as nurses/student nurses to collectively reflect on us under the pou but also gave us the opportunity to bring health to the people. Providing health in a kaupapa Māori setting not only facilitated equity but also provided an experience for students to witness health cultural safety in a manner that cannot be taught in a classroom. — Nursing student 2
“It is such an awesome thing that you are all doing for us all here at Te Matatini.” From a participant of a health check.
Mā whero, mā pango ka oti ai te mahi – with red and black the work will be complete.
Helen Bingham, RN, MN, is a principal lecturer for nursing at the Western Institute of Technology Taranaki (WITT). She is also a clinical supervisor and trauma-informed coach.
Billie-Jean James (Nga Rauru, Ngati Ruanui, Ngaruahine, Taranaki), is a third-year nursing student with a goal of becoming a Māori nurse practitioner, specialising in mental health.
Helen Lelean, RN, BSc, is head of the nursing school at WITT.
Rachel Neild is a third-year nursing student based in South Taranaki. At 60 years old, she brings a wealth of life experience to her studies, following a 35-year career as a high school teacher.
Tara Malone, RN, MEd, NCATT, is a principal lecturer at WITT. She is also a clinical supervisor and trauma informed coach.
Trish Sison, RN, PGDip HSci, is a Filipino-born New Zealand-registered nurse with a background in kaupapa Māori mental health nursing, and is a nursing lecturer at WITT.
Casey Trownson, BN, is an academic staff member at WITT, with clinical experience including acute inpatient adult mental health and primary health in GP clinics.
References
- Boe, S. V., & Debesay, J. (2021). The learning environment of student nurses during clinical placement: A qualitative case study of a student-dense ward. SAGE Open Nursing.
- Walker, F., Whiteing, N., & Aggar, C. (2024). Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study. Contemporary Nurse, 60(2), 192-207.
- Luders, E., Cooper, S., Cant, R., Waters, D., Tower, M., Henderson, A., Hood, K., Willetts, G., Ryan, C., & Reid-Searl, K. (2021). Nursing degree students’ clinical placement experiences in Australia: A survey design. Nurse Education in Practice, 54.
- Hunter, K., & Cook, C. M. (2020). Cultural and clinical practice realities of Māori nurses in Aotearoa New Zealand: The emotional labour of Indigenous nurses. Nursing Praxis in Aotearoa New Zealand, 36(3), 7-23.
- Paewai, P. (2025). What you need to know about Te Matatini 2025 — the Olympics of kapa haka. New Zealand Herald.
- nib foundation. (2025). Discover our partners’ health support.
- Longmore, M. (2024). Nursing Council drops 40-plus competencies in favour of six standards. Kaitiaki Nursing New Zealand.
- Nursing Council of New Zealand. (2024). Nursing Education Programme Standards.
- Nursing Council of New Zealand. (2025). Standards of competence for registered nurses.