Background: Health inequity for Māori is a long standing issue in Aotearoa. The low numbers of Māori physiotherapists poses a challenge for achieving health equity.
Purpose: This research aimed to explore strategies to empower Māori student success in physiotherapy education. Improving Māori undergraduate physiotherapy students retention and success rates may enhance the Māori physiotherapy workforce.
Methodology and methods: A Māori-centred approach utilising the principles of kaupapa Māori research and appreciative inquiry (a strength-based approach to organisational change) were adopted. One-to-one kōrero and hui were employed to understand the experiences of fifteen Māori physiotherapy graduates (roopu rangahau). Through this process we sought to understand what supported Māori undergoing physiotherapy education to thrive, and co-design solutions to culturally transform physiotherapy education. A shared process of analysis was applied to the data.
Results: Five themes were generated that represent factors that empower Māori success in physiotherapy education. These were: the significance of whānau (extended family), connection to place, promoting cultural affirmation, incorporating cultural pedagogy, and the provision of aspirational opportunities.
Conclusion: Physiotherapy education requires significant cultural transformation to create an optimal environment that promotes Māori student retention and success. Relationality, grounded in the principle of whanaungatanga (a concept encompassing kinship and connectedness) is key to enhancing Māori students sense of belonging in physiotherapy education and supporting their transition into the workforce. Incorporating Indigenous knowledges, perspectives, and values within physiotherapy education and creating educational and clinical spaces that foster Māori identity and encourage self-determination of Māori are critical to this outcome.
Implications: Whilst specific to physiotherapy education, these research findings have broader implications for physiotherapy workplace environments, Physiotherapy New Zealand and the Physiotherapy Board. During this presentation insights will be shared that may support the creation of culturally responsive educational and workplace spaces for Māori students and new graduates employed within the physiotherapy profession.

Background: Health inequity for Māori is a long standing issue in Aotearoa. The low numbers of Māori physiotherapists poses a challenge for achieving health equity.
Purpose: This research aimed to explore strategies to empower Māori student success in physiotherapy education. Improving Māori undergraduate physiotherapy students retention and success rates may enhance the Māori physiotherapy workforce.
Methodology and methods: A Māori-centred approach utilising the principles of kaupapa Māori research and appreciative inquiry (a strength-based approach to organisational change) were adopted. One-to-one kōrero and hui were employed to understand the experiences of fifteen Māori physiotherapy graduates (roopu rangahau). Through this process we sought to understand what supported Māori undergoing physiotherapy education to thrive, and co-design solutions to culturally transform physiotherapy education. A shared process of analysis was applied to the data.
Results: Five themes were generated that represent factors that empower Māori success in physiotherapy education. These were: the significance of whānau (extended family), connection to place, promoting cultural affirmation, incorporating cultural pedagogy, and the provision of aspirational opportunities.
Conclusion: Physiotherapy education requires significant cultural transformation to create an optimal environment that promotes Māori student retention and success. Relationality, grounded in the principle of whanaungatanga (a concept encompassing kinship and connectedness) is key to enhancing Māori students sense of belonging in physiotherapy education and supporting their transition into the workforce. Incorporating Indigenous knowledges, perspectives, and values within physiotherapy education and creating educational and clinical spaces that foster Māori identity and encourage self-determination of Māori are critical to this outcome.
Implications: Whilst specific to physiotherapy education, these research findings have broader implications for physiotherapy workplace environments, Physiotherapy New Zealand and the Physiotherapy Board. During this presentation insights will be shared that may support the creation of culturally responsive educational and workplace spaces for Māori students and new graduates employed within the physiotherapy profession.