Browsing by Author "Clark P"

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    "Prescribing for the whole person": A qualitative study exploring prescribing pharmacist views on type 2 diabetes management in New Zealand.
    (BioMed Central Ltd. Part of Springer Nature, 2023-10-04) Norman K; Cassim S; Papa V; Te-Karu L; Clark P; Mullins H; Chepulis L
    BACKGROUND: Pharmacist prescribers have comprehensive pharmacotherapy knowledge that can be useful for management of complex health conditions such as type 2 diabetes, yet the number of pharmacist prescribers working in New Zealand primary care is low. AIM: To explore the experiences of pharmacist prescribers in supporting type 2 diabetes management in New Zealand primary care. METHODS: Qualitative research design using semi-structured interviews with six pharmacist prescribers working in NZ primary care. Thematic analysis guided this study and themes were finalised with the wider research team. RESULTS: Three major themes were identified: team approach, health inequity and the role of a pharmacist prescriber. This study found that pharmacist prescribers may improve health equity by providing advanced pharmacotherapy knowledge within a wider primary care team to support complex patient needs and understanding the wider social determinants of health that impact effective diabetes management. Participants reportedly had more time to spend with patients (than GPs or nurses) and could also contribute to improving health outcomes by directly educating and empowering patients. CONCLUSION: The views of pharmacist prescribers have seldom been explored and this study suggests that their role may be under-utilised in primary care. In particular, pharmacist prescribers can provide specialist prescribing (and often mobile) care, and may contribute to improving health outcomes and reducing inequity when used as part of a multi-disciplinary team.
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    Seen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM
    (Taylor and Francis, 9/08/2022) McAllister T; Naepi S; Walker L; Gillon A; Clark P; Lambert E; McCambridge AB; Thoms C; Housiaux J; Ehau-Taumaunu H; Connell CJW; Keenan R; Thomas K-L; Maslen-Miller A; Tupaea M; Mauriohooho K; Puli'uvea C; Rapata H; Nicholas SA; Pope R-N-A-R; Kaufononga SAF; Reihana K; Fleury K; Camp N; Carson GMR; Kaulamatoa JL; Clark ZL; Collings M; Bell GM; Henare K; Reiri K; Walker P; Escott K-R; Moors J; Wilson B-J; Laita OS; Maxwell KH; Fong S; Parata R; Meertens M; Aston C; Taura Y; Haerewa N; Lawrence H; Alipia T
    The experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.