7th Edition of World Nursing Science Conference 2027

Abstract

Across Aotearoa New Zealand, nursing education is challenged to move beyond compliance towards meaningful engagement of Te Tiriti o Waitangi and culturally safe educational practice. Embedding Te Ao Māori, Mātauranga Māori, Kawa Whakaruruhau, and Te Tiriti o Waitangi within the philosophical foundations of nursing education provides an opportunity to address inequities, strengthen culturally responsive practice, and prepare nursing graduates to work authentically alongside Māori communities.
This autoethnographic study explores the collective journey of five nursing educators committed to advancing Indigenous knowledge and culturally responsive practice within a School of Nursing in New Zealand. Through critical reflection and collaborative inquiry, the educators examined their experiences of developing a nursing philosophy grounded in the unique cultural and relational context of Murihiku. Guided by Manny Downs’ Tōhora Model, the journey involved personal reflection, relational learning, challenging established assumptions, and navigating the opportunities and complexities associated with embedding Māori values, knowledge, and ways of knowing within curriculum and educational practice.
The findings illuminate transformation as both a personal and collective process. Central to the journey was the development of authentic relationships grounded in trust, respect, reciprocity, and a willingness to engage in courageous conversations. Other key elements included courageous and empowering leadership, recognition of historical and contemporary inequities, stronger relationships with mana whenua and Māori communities, and an evolving understanding that culturally sustaining nursing education requires collective rather than individual responsibility. Through this process, the educators moved towards a shared philosophy that positioned Indigenous knowledge not as an addition to nursing curricula, but as integral to the identity, values, and educational practices of the School of Nursing.
This journey demonstrates that meaningful enactment of Te Tiriti o Waitangi and Mātauranga Māori requires more than curriculum redevelopment. It requires transformation in relationships, leadership, institutional culture, and the philosophical foundations that shape nursing education. Grounding a nursing philosophy within Indigenous knowledge can create richer and more culturally responsive learning environments for tauira while supporting the development of nurses equipped to contribute to equitable health outcomes. The Murihiku/Southland experience offers an example of authentic engagement, collective leadership, critical reflection, and sustained commitment that may inform similar journeys within nursing education across Aotearoa.