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 vii

CONTENTS
Contributors x
Preface xiii
Acknowledgments xiv
List of Abbreviations xv

CHAPTER 1 BECOMING A NURSE 1

Maria Fedoruk
Introduction 1
You as an individual 2
The historical development of nursing 3
Professional boundaries 6
Summary 8

CHAPTER 2 TRANSITION FROM STUDENT NURSE TO REGISTERED NURSE 11

Anne Hofmeyer and Maria Fedoruk
Transition 11
Transition to Professional Practice Program 14
Summary 18

CHAPTER 3 INTERPROFESSIONAL COLLABORATION 20

Kristine Martin-McDonald
Introduction 20
Terminology and definitions 21
Contextualisation of IPC 23
Benefits and challenges of IPC 27
Interprofessional capabilities 28
Challenge to future health practitioners 30
Summary 32

CHAPTER 4 CULTURAL DIVERSITY IN HEALTH CARE 35

Tahereh Ziaian and Lily Dongxia Xiao
Cultural diversity in Australia 35
Culturally competent care—what is it? 38
Cultural competence development through daily practice 45
Summary 47
viii CONTENTS

CHAPTER 5 ENTERING CLINICAL SETTINGS 51

Barbara Parker, Angela Kucia and Lucy Hope
Transition from university to the clinical setting 51
Prior work experience 52
Career goals 61
Transition to Professional Practice Program 61
Summary 72

CHAPTER 6 RESEARCH IN CLINICAL PRACTICE 75

Anne Hofmeyer
Introduction 75
What is research? 77
Summary 90

CHAPTER 7 AUSTRALIA’S HEALTHCARE SYSTEM 95

Maria Fedoruk and Luisa Toffoli
Australia’s healthcare system 95
Australia’s healthcare workforce 98
Changes to service delivery 103
Summary 106

CHAPTER 8 LEADERSHIP IN NURSING AND HEALTH CARE 111

Maria Fedoruk
Introduction 111
Leadership and emotional intelligence 112
Leadership and nurses 113
Clinical leadership 115
Leadership for the future 117
Summary 118

CHAPTER 9 ESSENTIAL COMPETENCIES FOR THE REGISTERED NURSE 121

Maria Fedoruk
Essential competencies 121
Skills and competencies 122
Beginning registered nurse competencies 123
Other nursing competencies 132
Summary 141

CHAPTER 10 TRANSLATING RESEARCH KNOWLEDGE INTO PRACTICE 143

Anne Hofmeyer
Introduction 143
What is knowledge translation? 146
What is evidence-based practice? 152
Summary 158
 CONTENTS ix

CHAPTER 11 SAFETY, QUALITY AND THE REGISTERED NURSE 163

Maria Fedoruk
Introduction 163
Safety, quality and the registered nurse 164
Violence in the workplace 172
Harassment in the workplace 173
Everyone’s responsibility 174
Summary 175

CHAPTER 12 LEGAL RESPONSIBILITIES AND ETHICS 178

Maria Fedoruk
Introduction 178
Nurses’ legal responsibilities in relation to professional practice 180
Ethics 182
Patient rights 185
Non-clinical ethical issues 187
Whistleblowing 187
Summary 189

CHAPTER 13 HEALTH INFORMATION SYSTEMS AND TECHNOLOGIES 191

Maria Fedoruk
Introduction 191
eHealth 193
Nursing informatics 195
Nursing informatics competencies 195
mHealth 198
Summary 200

CHAPTER 14 LIFELONG LEARNING AND THE REGISTERED NURSE 204

Maria Fedoruk
Introduction 204
Continuing professional development 205
Lifelong learning 205
Career planning 206
Applying for a position 209
Taking care of yourself 212
Summary 214
Glossary 217
Index 223
x

Contributors
Dr Lily Dongxia Xiao has a teaching and research interest in the area of gerontological
nursing, transcultural nursing, cross-cultural and cross-national studies, nursing workforce
development and continuing nursing education. Methodologies she used in research projects
include qualitative studies, quantitative studies, critical action research and randomised
controlled trial. She won 2013 South Australian Nursing and Midwifery Excellence Award
(Research Category). She is a Fellow of Australian College of Nursing, a committee member
of Australian Association of Gerontology SA and a member of the editorial board of Nursing
and Health Sciences.

Dr Maria Fedoruk RN PhD is a Program Director and lecturer in the School of Nursing and
Midwifery at the University of South Australia. As a Program Director, Maria is responsible
for the provision of academic leadership for the planning, management, development,
quality assurance and improvement and growth in the undergraduate nursing program/
curriculum. This includes promoting and representing the undergraduate nursing program
to internal and external stakeholders as well as developing and maintaining strategic
relationships with external stakeholders and communities reflected in Board membership
of the James Brown Memorial Trust in South Australia, provider of elite aged care and
community services in South Australia. As a Program Director, Maria provides mentoring
support to new academic staff and academic counselling to students through the Academic
Integrity processes. Before being appointed to the Program director role, Maria developed
curricula and taught extensively in the School of Nursing and Midwifery’s domestic and
international nursing undergraduate and post graduate programs. Her research activities
centre around evaluating curricula and supervising higher degree students to completion.
Maria has published with students and was an author and co-editor of the first edition of
this text book. Prior to her academic appointments, Maria worked in senior and executive
management and leadership roles in the acute and community sectors that included a
statewide home nursing service. Maria has also worked as a surveyor for the Australian
Council on Healthcare Standards for almost twenty years.

Dr Anne Hofmeyer PhD is a Senior Lecturer in the School of Nursing and Midwifery,
Faculty of Health Sciences, University of South Australia. She teaches in the undergraduate
and postgraduate nursing programs. Her program of research focuses on research education;
leadership; knowledge translation; and social capital as a conceptual framework to foster
networks of trust, cooperation and teamwork between nurses and other professionals to
exchange resources (e.g. knowledge) to enhance quality outcomes and positive work
environments. She has diverse disciplinary and interdisciplinary research collaborations
in Australia, USA, South Africa, UK and Canada. She has presented at national and
international conferences and has numerous publications including book chapters and peer
reviewed journal publications. Anne was invited to serve on the Research Scholarship and
Advisory Council for The Honor Society of Nursing, Sigma Theta Tau International (STTI),
Indianapolis, Indiana for 2013–15. She is a peer reviewer for Australian and international
journals and has examined masters and PhD/doctoral theses for Australian and international
 CONTRIBUTORS xi

universities. She has previously served in a range of academic positions including: Program
Director: Higher Degrees by Research, School of Nursing and Midwifery, University of South
Australia; Associate Professor and Deputy Director, Nursing Research Institute, Australian
Catholic University and St Vincent’s & Mercy Private Hospital in Melbourne, Australia;
Assistant Professor & Assistant Dean, Undergraduate Education, Faculty of Nursing,
University of Alberta, Edmonton, Alberta, Canada. She has a broad clinical background
and prior to her academic career worked in a range of administration, teaching and clinical
environments including community/district nursing, aged care, radiation oncology and
over 15 years in palliative and supportive care.

Lucy Hope graduated from the University of South Australia in 2009 after completing the
Bachelor of Nursing program. Following graduation and registration Lucy has worked in
both the private and public sectors and has had nursing experience within a broad range
of specialties including cardiology, orthopaedic and surgical specialties, and oncology.
Currently Lucy is employed at the Royal Adelaide Hospital within the Medical Specialties
Unit which includes specialties in immunology, infectious diseases, endocrinology and
geriatrics. Her current position affords her a leadership role and allows her to coordinate
shifts and mentor and preceptor junior staff members and students on the ward. Lucy’s
career goals include undertaking further study to specialise in Acute Nursing Science and
Infection Control.

Dr Angela Kucia is a Senior Lecturer at the University of South Australia and a Clinical
Practice Consultant in acute cardiac assessment at the Lyell McEwin Hospital in South
Australia. Angela has worked in clinical, academic and research environments for a number
of years and was a clinical nurse manager in a coronary care unit for ten years, working
closely with student and graduate nurses in the mentor and preceptor role. Angela works
with multidisciplinary research teams in the area of cardiology and presents scientific papers
at international cardiac society conferences as well as publishing extensively in this area.

Professor Kristine Martin-McDonald is the Executive Academic for the Interprofessional

Education Program at Victoria University. She has a long-spanning career as an academic
and Registered Nurse. Kristine’s innovative vision of an across-institution, education
continuum program of interprofessional collaboration, education and practice is being
implemented. Students from ten health disciplines move from IP classes, simulations
to practice (in a purpose-built IP clinic). Kristine has worked in several universities in
Australia and Canada. She has held the positions of: Dean and Head of School, Nursing and
Midwifery; Member, Council of Nursing and Midwifery Australia; and, numerous advisory
boards and committees across different health disciplines both external and internal to the
universities.

Dr Barbara Parker has worked extensively in the clinical environment, specifically in the
areas of anaesthetics and recovery and orthopaedic and urological surgical nursing. She
has published in the area of obesity and diabetes and has expertise in gastrointestinal
and nutritional physiology as well as expertise in programs in obesity, impaired glucose
tolerance and diabetes in both pharmacological and lifestyle interventions. Current research
xii CONTRIBUTORS

interests include clinical skill development and assessment in simulated environments

and interprofessional learning. Dr Parker is currently a Program Director in the School
of Nursing and Midwifery and teaches within the undergraduate nursing program at the
University of South Australia.

Dr Luisa Toffoli is a lecturer in the School of Nursing and Midwifery, University of South
Australia and holds a PhD from the University of Sydney. Her research interests include
the use of critical approaches to the issues of the nursing and healthcare workforce, nurse
regulation and classification systems for nursing.

Dr Tahereh Ziaian BSc (Hons), MEdPsych, PhD (Health Psych), MAPS, is a senior lecturer
and a community health psychologist with a long and extensive engagement in transcultural
psychology and public health. The research she conducts offers innovative insights relevant
to health services and social support research. Dr Ziaian was appointed for the UniSA’s
Research Leadership Development Program to provide new leadership for the institution
and the wider state and national research effort. She was also appointed by the Governor of
South Australia to be a deputy member of Health Performance Council (HPC), to play a key
role in advising the Minister for Health on the effectiveness of the health system and health
outcomes for South Australians and specific population groups.
 xiii

Preface
This new revised edition of Becoming a nurse: An evidence-based approach has been developed
as an introductory textbook for use by undergraduate nursing students throughout their
three-year bachelor of nursing program. In this edition, contemporary knowledge and
quality research outcomes support the major themes of each chapter.
We welcome four new authors to our writing team: Professor Kristine Martin-
McDonald, Dr Luisa Toffoli, Dr Tahereh Ziaian and Dr Lily Dongxia Xiao.
Professor Martin-McDonald wrote the chapter ‘Interprofessional Collaboration’,
a new chapter that introduces the student to the emerging health workforce initiative of
interprofessional practice, which is embedded nationally and globally in undergraduate
nursing curricula.
Dr Toffoli co-authored the chapter ‘Australia’s Healthcare System’, adding her knowledge
of Australia’s health care system and how political decisions influence nursing practice using
health and nursing workforce data. The authors feel it is important that undergraduate
nursing students develop an understanding of how the healthcare system is influenced and
operationalised by politicians, bureaucrats and managers.
Doctors Ziaian and Dongxia Xiao co-authored the chapter ‘Cultural diversity in health
care’, presenting an overview of the cultural diversity found in Australia and in Australia’s
healthcare system and organisations. The chapter also discusses the need for all nurses to
develop cultural competencies in their practice.
The chapters on ‘Entering clinical settings’ and ‘Essential competencies for the registered
nurse’ have been reviewed and reorganised using contemporary sources to best reflect the
clinical environments that you as a new graduate will be working in.
The current healthcare system and organisations require nurses to be able to work
effectively with information technologies; within legislative and regulatory frameworks; use
information to support non-clinical and clinical decision making and be able to translate
research knowledge into practice.
Therefore we have included chapters on the legal and ethical responsibilities of the
registered nurse, translating research knowledge into practice and health information
systems and technologies.
These themes are now new chapters in this introductory textbook and care has been
taken to provide you with the relevant information to become an effective registered nurse.
The chapter on ‘Safety, quality and the registered nurse’ has been rewritten to align with
the national changes in safety and quality in health care and in particular the role of the
registered nurse in managing quality and safety in health care.
The final chapter, ‘Lifelong learning and the registered nurse’, reinforces the fact that
your learning does not end with graduation but is a lifelong commitment to developing as
a professional registered nurse. This chapter also provides you with information on how to
manage your career.
We hope that you find this textbook useful throughout your undergraduate nursing
program and that it does assist you to develop the knowledge and competencies you need to
successfully become a registered nurse.
xiv

Acknowledgments
This book could not have been completed without the support of many people.
We would like to extend our gratitude to the wonderfully talented Debra James and Shari Serjeant
at Oxford University Press, Australia for their unwavering support, encouragement and belief in this
second edition. Their commitment and guidance ensured our success. Sincere thanks also to Amanda
Morgan and Natalie Davall for their editorial work.
We are thrilled with the cover of the second edition. Its engaging imagery and colours has an
aspirational feel, and portrays the notion of expanding knowledge, deciphering connections that seem
unclear, and changing the way we practise. The blurring of colours also brings a sense of connection and
drawing together of a series of diverse ideas.
We greatly value the contributions by all the exemplary authors who professionally met tight
timelines to make this second edition an exciting reality. We think the second edition of Becoming a
Nurse: An Evidence-based Approach has been greatly enhanced by the addition of new chapters and
contributions by new authors. We are grateful to the authors who wrote a chapter in the first edition and
agreed to revise their chapter to align with the aim of this edition, which is to be an introductory text
for undergraduate student nurses in bachelor of nursing programs. We were also delighted to welcome
new authors to this second edition and extend our heartfelt thanks for their contributions. We sincerely
thank each of our colleagues for generously sharing their expertise and research knowledge in their
individual scholarly chapters.
We would like to sincerely thank Professor Hester Klopper for writing the aspirational foreword to
this book. Professor Klopper is a South African academic and scholar and currently serves as the Chief
Executive Officer of the Forum for University Nursing Deans in South Africa (FUNDISA). Prior to that
position, she was the Dean of the Faculty of Community and Health Sciences, University of Western
Cape, South Africa, where she holds a full professorial appointment. She was elected as President,
Sigma That Tau International (STTI) in November 2013 and is the first non-North American to hold
this leadership position (2013–15). STTI has over 490 chapters throughout 90 countries. In 2014, she
became the University of Washington, School of Nursing’s first international Elizabeth Sterling Soule
Endowed Lecturer.
The author and the publisher wish to thank the following copyright holders for reproduction of
their material.

Australian Commission on Safety and Quality in Health Care (ASQHC) for extracts from
National Safety and Quality service standards, Australian Safety and Quality framework
for healthcare, Aseptic technique risk management; Australian Nursing and Midwifery
accreditation Council for fig 1.1; Commonwealth of Australia for extracts from National
E-health Strategy. Australian Health Ministers Conference (2008), National Health &
Hospital Reform Commission (2009) A healthier future for all Australians: final report June
2009, AGPS Canberra; Flinders University for extract from Student Learning Centre (2012)
Critiquing Research Articles; Health Workforce Australia for fig 8.2 ; Nurse Education Today
for extracts from Caldwell, K, Henshaw, L & Taylor, G (2011) Developing a framework for
critiquing health research: an early evaluation, and Levett-Jones T, Hoffman K, Dempsey J. et
al. The ‘five rights of clinical reasoning: an educational model to enhance nursing students
ability to identify and manage clinically ‘at risk’ patients; Oxford University Press for extracts
from S Duckett & S Willcox (2011) The Australian health care system, 4th edn; Pearson
Education for extract from Sullivan & Garland 2010, Practical leadership and management in
nursing, 6th edn.

Every effort has been made to trace the original source of copyright material contained in this
book. The publisher will be pleased to hear from copyright holders to rectify any errors or omissions.
 xv

List of abbreviations and acronyms

ABS Australian Bureau of Statistics
ACN Australian College of Nursing
ACSQHC Australian Commission on Safety and Quality in Health Care
AHMAC Australian Health Ministers’ Advisory Council
AHPRA Australian Health Practitioner Regulation Agency
AHRQ Agency for Healthcare Research and Quality
AIHW Australian Institute of Health and Welfare
AIN Assistant in Nursing
AMA Australian Medical Association
ANF Australian Nursing Federation
ANMAC Australian Nursing and Midwifery Accreditation Council
ANMF Australian Nursing and Midwifery Federation
C2 Campbell Collaboration
CALD Culturally and Linguistically Diverse
CAS Critical Appraisal Skills
CIHR Canadian Institute for Health Research
CNS Clinical Nurse Specialist
CoAG Council of Australian Governments
CPR Cardio-Pulmonary Resuscitation
CV Curriculum Vitae
DARE Database of Abstracts of Reviews of Effects
DIBP Department of Immigration and Border Protection
EAP Employee Assistance Program
EBP Evidence-Based Practice
ED Emergency Department
EI Emotional Intelligence
EN Enrolled nurse
EPAS Enterprise Patient Administration System (SA)
GP General Practitioner
GPA Grade Point Average
HBV Hepatitis B
HCV Hepatitis C
HIV Human Immunodeficiency Virus
HREC Human Research Ethics Committee
HWA Health Workforce Australia
ICN International Council of Nurses
IPC Interprofessional collaboration
IPCare Interprofessional care
IPE Interprofessional education
IPP Interprofessional practice
IPW Interprofessional worker
xvi LIST OF ABBREVIATIONS AND ACRONYMS

ISBAR Identity, Situation, Background, Assessment,

Recommendation
JBI Joanna Briggs Institute
KT Knowledge Translation
KTP Knowledge Translation Program
National Law Health Practitioner Regulation National Law Act
NESB non-English-speaking backgrounds
NHA National Healthcare Agreement
NHHRC National Health and Hospitals Reform Commission
NHMRC National Health and Medical Research Council
NHS National Health Service (UK)
NHWT National Health Workforce Taskforce
NICS National Institute of Clinical Studies
NMBA Nursing and Midwifery Board of Australia
NQSHSS National Quality and Safety Health Service Standards
PCA Personal Care Attendant
PICO/T Patient or problem; Intervention of interest; Comparison;
Outcome/Timeframe
RACP Royal Australasian College of Physicians
RACS Royal Australasian College of Surgeons
RN Registered Nurse
RUDAS Rowland Universal Dementia Assessment Scale
SMARTTA framework Specific, Measurable, Achievable, Realistic, Time, Trackable,
Agreed framework
SPICE Setting: Perspective, Intervention, Comparison, Evaluation
SPIDER Sample, Phenomenon of Interest, Design, Evaluation,
Research
SWOT analysis Strengths, Weaknesses, Opportunities, Threats analysis
TL Team Leader
TPPP Transition to Professional Practice Program
VET Vocational Education and Training
WHO World Health Organization
WHS Workplace Health and Safety
 1

Becoming a Nurse
MARIA FEDORUK
1
LEARNING OBJECTIVES
After reading this chapter, you will be able to:
• discuss the role and function of regulation in relation to professional nursing practice
• understand the nurse’s role in the healthcare system
• identify and plan your own professional development
• discuss the concept of professional boundaries and therapeutic relationships.

KEY TERMS
Competency standards
Professional boundaries
Registration standards
Regulation
Standard

Introduction
This chapter introduces you to the beginning processes for becoming a registered
nurse. Becoming a registered nurse starts with successfully completing an accredited
program of study. All university-based nursing programs must be accredited by the
Australian Nursing and Midwifery Accreditation Council (ANMAC).
ANMAC assures the health and safety of the Australian community by
ensuring high standards of nursing and midwifery education. Therefore, your
program of education will be accredited by a statutory agency established by the
Australian government’s Nursing and Midwifery Board of Australia (NMBA)
under what is known as the ‘National Law’. The full title for the National Law
is the Health Practitioner Regulation National Law Act (the National Law) and
was enacted in all states and territories in Australia, on 1 July 2010, except in
Western Australia, where it came into being in October 2010 http://www
.healthprofessionscouncils.org.au/Reference_Document_Accreditation_under_
the_National_LawFINALEDITED.pdf.
ANMAC is also an assessing authority for the Australian Government’s
Department of Immigration and Border Protection (DIBP), and assesses the
qualifications of nurses and midwives who want to migrate to Australia under the
General Skilled Migration category (ANMAC 2014).

MARIA FEDORUK
2 BECOMING A NURSE: AN EVIDENCE-BASED APPROACH

It is important to understand the regulatory framework that governs your

work as a student nurse and your practice as a registered nurse. All the regulatory
agencies work together, as shown in figure 1.1 below.

FIGURE 1.1 CO-REGULATORY TOOL

í Code of conduct
í Code of ethics
í Registration í Standards for practice
í Policy Registration for EN, RN, RM, NPs
í Approval of standards of Nurses Professional (competencies)
í Professional boundaries
and Standards í Decision making
Midwives framework

í Accreditation of providers
í Accreditation of courses
í Standards for accreditation Accreditation Professional í Health impairment
í Assessment of the of Education Competence í Conduct issues
equivalence of international í Performance issues
qualifications
í Recognition of international
accreditation authorities Except NSW

National Body: ANMAC National Body: NMBA

Source: White, J.F (2011)

You as an Individual
People enter nursing for a variety of reasons, ranging from a desire to help others,
because a relative was a registered nurse, or because they have been influenced by
images of nurses in film and television, or received impressions of what a nurse
is from the many books written about nurses. Whatever your reasons, you will
bring to the profession of nursing your own values, beliefs about the world and
people, knowledge and experience. Your experiences and learning will be unique
to you. As with all study, you will find some subjects uninteresting, while others
will pique your curiosity and encourage you to explore the subject matter further.
Key descriptors for a professional registered nurse include an inquiring mind and
the capacity to continue learning beyond the prescribed course materials.
Professional registered nurses also need to be able to develop professional
relationships with their patients and with other members of their healthcare
teams. You will have already developed professional and social relationships either
in previous occupations or in schooling. Before to coming to university you may
 CHAPTER 1 BECOMING A NURSE 3

have been involved with community-based activities, sporting and debating teams,
book clubs, or worked with international aid agencies. All of these activities will
have developed the leadership, and social and relationship building skills that
you will bring to your nursing studies. Indeed, some students continue with such
activities while at university.
Over the three years of the nursing course, your studies will cover all aspects of
contemporary nursing practice and align theory with practice. The emphasis will
be on using research-based evidence to inform your practice. Developing these
information literacy competencies should begin with your first days of study. The
curriculum which underpins your studies has been accredited by the Australian
Nursing and Midwifery Accreditation Council (ANMAC) to ensure your studies
are current and meet regulatory standards. STANDARD –
The majority of nursing students continue to work while they study, so it is An accepted or
approved example of
important that you develop a study plan to help you meet your study commitments;
something against
that is, assessment, tutorial and workshop preparation. At the end of your studies which judgments
you will graduate and enter the healthcare sector employment market. Currently, or measurements
this market is very competitive so, to put yourself in the best position to be a can be made. A level
of quality and/or
preferred candidate for a Transition to Professional Practice Program (TPPP), you excellence.
have to ensure that your final grades demonstrate that you have the knowledge
and core competencies to be a safe, competent registered nurse. The final grades
on your transcript indicate to potential employers your capacity and capability to
work in their healthcare organisation safely and competently.

The Historical Development of Nursing

The first nurses in Australia were convicts with no training and limited education.
This meant that nursing care as we understand it was non-existent. In the late
nineteenth century, Henry Parkes, who is often referred to as the Father of
Federation, appealed to Florence Nightingale for trained nurses. In 1864, he was
successful in securing the services of Miss Lucy Osborn, a Nightingale-trained
nurse who came to Australia with five other trained nurses to work at the Sydney
Infirmary and Dispensary (Griffith 1974, amended January 2014).
Early nurse training and education was based on the Nightingale model;
hierarchically organised, with nursing students employed by the training hospital.
This was the case for most of the twentieth century. Even though nursing was
not her chief interest, Florence Nightingale is widely credited as the founder of
modern secular nursing. Nightingale based her reforms on the system of voluntary

MARIA FEDORUK
4 BECOMING A NURSE: AN EVIDENCE-BASED APPROACH

hospitals in England that were already using nurse labour. This enabled her to use
existing labour force structures. Nightingale grafted onto the voluntary hospital
system these principles:
• all nurses should be trained
• promotion should be dependent on demonstrations of leadership and merit.
Historically, nurses have been defined by the nature of their work and images
evoked by the stereotype of the Nightingale nurse (Fedoruk 2000).
Since the 1990s, nurse education has moved into the tertiary sector, and
beginning registered nurses enter the profession with a Bachelor’s degree. There
are now other levels of nurse, such as the enrolled nurse, who may have a diploma
and/or certificate, and unregulated workers who have no formal qualifications
recognised in Australia by the statutory authorities. While nurses have been in
Australia for more than one hundred and fifty years, the regulation of nursing
practice began in the early twentieth century. In 1920, the first Nurses Act was
proclaimed in South Australia. By 1928 all states had a Nurses Act and the statutory
regulation of nursing in Australia began.

Regulation of nurses in 2014 and beyond

Since 2010, the establishment of two national agencies, the Nursing and Midwifery
Board of Australia (NMBA) and the Australian Health Practitioner Regulation
REGISTRATION Agency (AHPRA) saw the beginning of the national approach to regulating nurses
STANDARDS – and nursing practice in this country. NMBA and AHPRA work closely together to
Registration
standards define the ensure that all registered nurses are safe, competent practitioners. The NMBA and
requirements that AHPRA have standards that registered nurses must meet in order to continue with
applicants, registrants their registration. AHPRA has registration standards which define the requirements
or students need to
that applicants, registrants or students need to meet to be registered. NMBA (http://
meet in order to be
registered. www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-
Guidelines.aspx#competencystandards) has competency standards organised
COMPETENCY
into domains:
STANDARDS – The
national competency • Professional practice
standards for the • Provision and coordination of care
registered nurse are • Collaborative and therapeutic practice.
the core competency
standards by which The NMBA, AHPRA and ANMAC are all statutory bodies endorsed by the
your performance is federal government under the National Law. All these regulators have been developed
assessed to obtain to protect the community from unsafe health practitioners, including nurses. It
and retain your
is worth noting that, as student nurses, you are registered with AHPRA under
registration as a
registered nurse in the National Law (http://www.ahpra.gov.au/Registration/Student-Registrations
Australia. .aspx).
 CHAPTER 1 BECOMING A NURSE 5

It is the responsibility of your education provider to ensure your registration,

but it is your responsibility to comply with the requirements of this registration. Just
as registered nurses can be removed from the register for unprofessional conduct
or behaviour, so can student nurses. The URLs provided in this section will take
you to the information relating to standards and registration requirements. The
National Law states that students must be registered in the interests of protecting
the public’s safety in much the same way that health practitioners must be registered
(AHPRA 2014).
This national approach to regulation is closely linked to the national safety REGULATION –
and quality initiatives for health services organisations and practices. (See the Rules, guidelines and
directives that are
National Safety and Quality Health Services Standards—NSQHSS (http://www. enforceable through
safetyandquality.gov.au/wp-content/uploads/2011/09/NSQHS-Standards- the appropriate laws.
Sept-2012.pdf ).

Critical refl ection

Take the time to become familiar with the legislative and regulatory documents
provided in this section. Reflect on how you meet these standards at your level
of nursing experience. Discuss how these standards shape and will continue to
shape your professional practice.

There is a wealth of information in the nursing literature that focuses on

nursing competencies from around the world (Chang et al. 2011; Hsu & Hsieh
2013, Meretoja et al. 2014). Core competency standards have been developed to
support safe nursing practice in healthcare organisations, and in Australia, these
are used to measure individual nurse performance. Grealish (2012) describes core
competency standards as the ‘preferred technology’ for measuring and classifying
nurse performance in Australia. This again reflects the national approach to
managing safety and quality in the healthcare sector through ensuring that care
is provided by assessed competent nurses. This assessment is then the formal
performance management review completed annually.
As a professional registered nurse, there will be many benchmarks you will
have to reach or work within. These benchmarks include:
• fitness and propriety to practice
• recency of practice
• english language proficiency
• competence
• continuing professional development.
(Wickett & Wickett 2012, p. 102)

MARIA FEDORUK
6 BECOMING A NURSE: AN EVIDENCE-BASED APPROACH

‘Fitness and propriety’ (Wickett & Wickett 2012, p.102) refers to your moral
and legal fitness as a person; your capacity to work within legislative frameworks
and to act with honesty and integrity with patients, families and professional
colleagues. The NMBA has a criminal history standard that requires all persons
applying for registration to provide a criminal history through a National Police
Check. As a student, you are required to have this form of evidence before you go
out on clinical placement. Employers will also require you to provide a current
National Police Check or its equivalent before offering you a position, for example
in the Transition to Professional Practice Program (TPPP).
English language proficiency is an essential competency for all registered
nurses, and this is captured in the English language skills registration standard.

Critical refl ection

In your study groups, discuss the impact the core competency standards can have
on your future professional practice as a registered nurse.
Then, in class, measure your performance against these standards. Can you
identify areas for improvement?

The national competency standards for the registered nurse are the core
competency standards by which your performance is assessed to obtain and retain
your registration as a registered nurse in Australia. As a registered nurse, these
core competency standards underpin your practice and create the professional
boundaries.

Professional Boundaries
PROFESSIONAL It is important to understand the significance of professional boundaries to all
BOUNDARIES – health professionals, especially students. As a student, you may not be aware of
Limits that protect
the space between
this concept of ‘professional boundaries’. Professional boundaries in nursing are
the professional’s defined as limits that protect the space between the professional’s power and the
power and the client’s client’s vulnerability; that is, they are the borders that mark the edges between
vulnerability. a professional, therapeutic relationship and a non-professional or personal
relationship between a nurse and a person in their care (NMBA 2013). Nurses who
cross over the professional boundary usually have behaved in an unprofessional
or unethical manner. It is important to understand the limits of a professional
boundary, especially when you first go out on clinical placement. The professional
boundary protects you from being the subject of an investigation when a complaint
 CHAPTER 1 BECOMING A NURSE 7

has been made against you, either by a patient, their family or another staff member.
Understand the limits of your practice and always behave in a professional manner.
Professional boundaries may also be breached because a nurse abuses the
inherent power imbalance that exists between patients and those providing care.
This abuse can range from actual physical abuse to denying care in an appropriate
manner, or through exploiting a patient unable to defend or speak for themselves.
In such cases you act in an advocacy role for the patient.
All nurses enter into a therapeutic relationship with their patients, using their
skills and knowledge to provide care. This knowledge includes information about
the patient, which should be kept confidential. The community trusts that nurses
will act in the best interest of those in their care and that the nurse will base that care
on an assessment of the individual’s specific needs. The power imbalance present in
a professional relationship can lead to under involvement or over involvement in
terms of professional boundaries (NMBA 2013). As a new registered nurse or as a
student nurse on placement, it is important to know the limits of your professional
boundaries when interacting with patients.
Figure 1.2 shows a schematic representation from the NMBA of professional
behaviour.

FIGURE 1.2 A CONTINUUM OF PROFESSIONAL BEHAVIOUR

DISINTERESTED THERAPEUTIC BOUNDARY

NEGLECTFUL RELATIONSHIP VIOLATIONS

under zone of over

involvement helpfulness involvement

Every nurse-client relationship can be plotted on the continuum

of professional behaviour
Adapted from: National Council of State Boards of Nursing (2004)

The zone of helpfulness in the centre of this continuum is where all nurse–
patient interactions should occur. Under involvement or over involvement are
centres of boundary crossings or violations.

THEORY TO PRACTICE
Mrs X is an elderly resident in the aged care facility at which you work. She has no
living relatives. Because of this, you tend to spend extra time with Mrs X so that she
is not so lonely. Mrs X considers you her friend as well as her nurse, and you have

MARIA FEDORUK
Another random document with
no related content on Scribd:
is hollow. It is a worthless canoe;
a hollow canoe. A canoe that will
never reach the ocean.”
When Keawenuiaumi heard this
call from the birds the tree-felling
was abandoned. As the birds
kept up this calling continually
Keawenuiaumi became vexed
and thereupon made up his mind
to go in search of a skillful archer
to come and kill the birds. About
this time the fame of Mainele as
an archer reached Hawaii, so
Keawenuiaumi made a vow,
“That if Mainele would kill the
birds he should receive the
king’s daughter in marriage 15
together with a portion of the
island of Hawaii.” Upon the
arrival of Keawenuiaumi’s
messengers in Oahu, Mainele
was informed of the wish of the
king. As soon as Mainele heard
that he was wanted on Hawaii,
he immediately prepared his
double canoe and got together
his men who were to accompany
him. [460]
When Kauakahi, the man who
found Pikoiakaalala sleeping on
the sand, heard of the
A lohe o Keawenuiaumi i keia
leo o na manu, haalele i ke oki
ana i ke koa, no ke kahea mau o
na manu pea i na la a pau loa;
nolaila, uluhua o Keawenuiaumi,
a manao iho la oia e imi i kanaka
akamai i ka pana pua i make na
manu. Ua hiki aku ke kaulana o
Mainele ma Hawaii a puni i ka
pana iole, nolaila olelo o
Keawenuiaumi me ka hoohiki:
“Ina e make na manu ia Mainele,
alaila, lilo kana kaihamahine i
wahine na Mainele, a me kekahi
aoao o Hawaii.”
A hiki na elele a Keawenuiaumi i
Oahu nei, hai ia Mainele i na
olelo a Keawenuiaumi. Ia lohe
ana o Mainele i keia holo ona i
Hawaii, hoomakaukau iho la ia i
na waa a me na kanaka holo pu
me ia. [461]
O Kauakahi, ke kanaka nana i
lawe o Pikoiakaalala, ia ia e moe
ana ma ka ae one mahope o
contemplated trip to be made by
Mainele to Hawaii, he went to
Pikoiakaalala and told him of
what he had heard, saying:
“Mainele is going to Hawaii to
shoot birds for Keawenuiaumi;
the messengers have just
arrived from Hawaii.”
Pikoiakaalala answered: “If you
wish me to go along you had
better go up and get some ie
vines and make a basket in the
shape of a calabash for me to
hide in, so that I may not be
seen by Mainele, and you can
say that it is a basket for the safe
keeping of your god. This will be
the means of getting me to
Hawaii.” Kauakahi then followed
out the instructions given by
Pikoiakaalala and had the basket
made, and the trip with Mainele
arranged.
When Mainele’s preparations
were finally completed, he
approached Kauakahi and said:
“Let us sail to Hawaii.” Kauakahi
replied: “All right, I am willing to
go to Hawaii with you providing
you give me your consent to do
what I want.” “What is it you
want?” asked Mainele. “I have a
kona pae ana mai Kauai mai,
olelo aku la ia ia Pikoiakaalala:
“E holo ana o Mainele i Hawaii e
pana ai i na manu, ua hiki mai
nei na elele a Keawenuiaumi.”
“Ae, ina oe e manao e holo au, e
pii oe i ie, a ulana hokeo, i wahi
no’u e noho ai, i ole au e ike ia e
Mainele, a e olelo no hoi oe, he
hokeo akua nou. Pela au e hiki
ai.” Hana iho la o Kauakahi e like
me na olelo a Pikoiakaalala, a
makaukau ka hinai ie, a me ka
holo o Mainele.
I aku o Mainele ia Kauakahi: “E
holo kaua i Hawaii.” Ae mai o
Kauakahi: “Ae, he ae no ko’u i
ka holo me oe i Hawaii, aia nae
a ae oe i ka’u olelo.” “Heaha ia ia
olelo?” wahi a Mainele. “He
hokeo akua no’u, he kapu kona
waa e kau ai, aohe kanaka e kau
ma kona waa, owau wale no.”
basket where my god is kept.
The canoe in which this god is to
be taken, as I want to take it
along, must be tabued and no
one must be allowed to take
passage in it outside of myself.”
This was satisfactory to Mainele.
On the day agreed on for the
voyage to start for Hawaii,
Mainele, his followers and
paddlers boarded their double
canoe, while Kuakahi and
Pikoiakaalala, who was in the
basket, boarded their canoe, the
basket in the after part and
Kuakahi in the fore part of the
canoe.
A few words of explanation
relating to the basket. This was
made with several openings
which allowed a free current of
air and enabled Pikoiakaalala to
sit therein. After leaving Oahu to
their rear, the canoes after a
quick passage, were laid to off
the cliffs of Kaholo, at Lanai, on
the afternoon of that same day.
In the evening the breeze from
Kahalepalaoa which came
directly from behind them sent
their canoes flying along at such
a rate of speed that by dawn of
Ua pono ia olelo ia Mainele. I ka
la o lakou i holo ai i Hawaii, kau
aku la o Mainele ma kona mau
kaulua, me na ohua a me na
hoewaa; o Kauakahi me
Pikoiakaalala i loko o ka hokeo
ie ma ko laua waa, mahope ka
hokeo, mamua o Kauakahi.
Olelo hoakaka no ka hokeo ie.
No ka hakahaka o ka ulana ana,
komo ka makani i loko, aole e
pau ke aho, nolaila i komo ai o
Pikoiakaalala i loko e noho ai. A
hala o Oahu nei mahope o
lakou, hoalulu na waa o lakou
mawaho o ka pali o Kaholo, i
Lanai, a ahiahi, hina ke kehau o
Kahalapalaoa mahope o na waa,
holo aku la lakou mai ia ahiahi a
owakawaka kai ao o ke
kakahiaka nui, nana aku la lakou
i ka wailele o Kawaikapu i na pali
hulaana, e kupono ana i
the next morning they were able
to make out the waterfall of
Kawaikapu on the steep cliffs of
Makaukiu, Kohala, Hawaii. At
this place is a sort of a bay
surrounded by high cliffs which
opens directly to the sea and
which was right ahead of the
canoes as they were
approaching land; the name of
the place is Kuukuunaakaiole.
Pikoiakaalala upon seeing where
they were said to Kauakahi: “Tell
Mainele to shoot at the mouth of
the rat which is dimly seen
ahead of us.” When Mainele
heard this he replied to
Kauakahi: “That is not a rat, that
is a cliff, you are mistaken.”
Upon passing the cliffs they
continued on their way to Hilo, at
which place they arrived the next
day and landed at Kaipalaoa.
Everybody upon landing
proceeded to the place where
Keawenuiaumi was at that time
residing with the exception of
Kauakahi and his basket. When
Mainele saw that Kauakahi was
left behind he asked him: “Let us
go on up?” Kauakahi replied: “I
will not go on up unless the
Makaukiu ma Kohala i Hawaii.
Aia hoi, he hulaana, o
Kuukuunaakaiole ka inoa e
hamama mai ana kona waha i
kahi a na waa e holo aku nei. I
aku o Pikoiakaalala ia Kauakahi:
“E olelo aku oe ia Mainele e
pana aku i ka waha o ka iole e
pouliuli mai nei.” A lohe o
Mainele i ka olelo a Kauakahi,
hoole maila: “Aohe iole, he pali
ia; he kanaka lalau oe.”
A haalele lakou i na pali
hulaana, po a ao hiki lakou ma
Hilo a pae ma ke awa o
Kaipalao; pii na mea a pau a hiki
i kahi o Keawenuiaumi, koe o
Kauakahi me ka hokeo ie ana. I
aku o Mainele: “E pii kaua.”
Olelo mai o Kauakahi: “Aole au e
pii a hiki kuu hokeo akua. Ia lohe
ana o Mainele, kauoha aku la o
Mainele ia Keawenuiaumi i
kanaka no ka hokeo akua e hiki
ai i uka. Kena mai la o
basket which my god is in goes Keawenuiaumi eha kanaka, amo
with me.” When Mainele heard aku la i ka hokeo ie a hiki i ka
this, he requested of hale, olelo aku o Kauakahi ia
Keawenuiaumi that men be Mainele: “Aole kakou e pono ke
furnished to carry the basket noho ma ka hale hookahi me ke
along up to the house, ’kua o kaua, e aho e olelo oe ia
whereupon Keawenuiaumi Keawenuiaumi i wahi hale no
ordered four men to pack the maua.” Olelo aku la o Mainele ia
basket to the house. Upon their Keawenuiaumi, i [463]hale no ke
arrival at the house, Kauakahi akua o laua me Kauakahi;
spoke to Mainele: “I don’t think it mahope oia lohe ana, aohe i
right for us to live in the same upuupu iho paa ka hale,
house with our god; it is best that haawale o Kauakahi me ka
you ask Keawenuiaumi that a hokeo ie. O keia mau hana a
small house be given me where I pau loa, na Pikoiakaalala wale
can live with the god.” Mainele no, i ole oia e ike ia e Mainele a
therefore requested of me na kanaka.
Keawenuiaumi for [462]a house
for the god and Kauakahi. As
soon as the king heard this,
orders were given that a small
house be built, which was
finished in no time, where
Kauakahi moved in with his
basket. This request was really
made at the wish of
Pikoiakaalala, in order that he
might not be seen by Mainele
and the people.

On the second day of their I ka lua o ka la o lakou ma Hilo,

arrival at Hilo, Keawenuiaumi, pii o Keawenuiaumi me Mainele i
Mainele and the people kahi o ke koa waa, a na manu e
proceeded up into the koa forest
where the tree that had been
already picked out was situated.
On this trip the basket was
carried along, and when they
arrived at the tree, Kauakahi and
his basket remained at a little
distance from the others. The
king’s canoe makers then
proceeded to cut down the tree.
Just as soon as this was done
the birds lit on the tree and
called out: “Say, Keawenuiaumi!
You cannot make a canoe [out of
this tree], it is hollow. It is a
worthless canoe, a hollow
canoe. A canoe that will never
reach the ocean.”
As soon as the people heard the
call, Mainele shot at the birds,
but his arrow did not come
anywhere near them on account
of the height of the tree. A
staging was then built up which
reached about half way up the
tree, but even then Mainele’s
arrow did not reach the birds.
Pikoiakaalala then whispered to
Kauakahi: “Ask Mainele and
Keawenuiaumi why the birds are
not hit. Perhaps Mainele was not
shooting at them, if he did he
hea ai, me ka auamo ia o ka
hokeo ie. A hiki pono lakou
malalo o ke kumu o ua koa nei,
noho kaawale aku la o Kauakahi
me ka hokeo ie. Ia wa, ooki na
kalai waa a Keawenuiaumi i ke
kumu o ke koa, kau ana na
manu, kahea ana: “E,
Keawenuiaumi e! Aohe waa, he
puha. He waa ino, he waa puha.
He waa hiki ole i ka moana.”
Lohe na mea a pau loa, pana o
Mainele i ka pua, aohe launa ae
i na manu. Hana ke olokea he
alanui e pii ae ai a waena o ke
koa pana ae, aohe no he launa
ae i na manu. Hawanawana aku
o Pikoiakaalala ia Kauakahi: “E
ninau alu oe ia Mainele a me
Keawenuiaumi heaha keia ku
ole o na manu? He pana ole ia
paha i ka pua, ina paha e pana
ia ku na manu.” A lohe o Mainele
i keia olelo a Kauakahi, i mai la:
“Aole no la hoi e pana ae; aia no
would hit them.” When Mainele
heard the remarks of Kauakahi,
he replied: “Why don’t you shoot
at them yourself? There are the
birds, here is the bow and here
are the arrows, go ahead and
shoot, may be you will hit them.”
At this Kauakahi replied: “All
right, I will ask my god to shoot
the birds.” Pikoiakaalala then
came out of the basket with his
rat shooting arrows to the
surprise of Mainele and the
Oahu people that accompanied
him, for they had not known that
a man had been in this basket all
this time. Upon coming up to
Keawenuiaumi, Pikoiakaalala
requested that a basin of water
be brought and made to stand
under the tree. As soon as this
was done Pikoiakaalala came
and stood over the basin; while
he looked into the basin at the
reflection of the birds in the
water, he held his arms above
his head with his bow bent and
his arrow aimed at the birds; as
soon as he saw that the birds
were in line he let fly his arrow
which flew true to the mark
hitting both birds and they came
tumbling down to the ground.
hoi ka manu ke kau mai la, eia
ka pua, pana ae no hoi paha,
malama o ku ia oe.” I aku o
Kauakahi: “Ae, e olelo ae au i
kuu akua a nana e pana na
manu.” Ia wa ku ana o
Pikoiakaalala mai loko ae o ka
hokeo ie me kana pua pana iole.
Alaila, ike o Mainele a me na
kanaka o Oahu aku nei he
kanaka ko loko o ka hokeo ie.
Olelo aku o Pikoiakaalala ia
Keawenuiaumi: “I poi wai, e lawe
mai a malalo o ke kumu o ke koa
nei kukulu.” I loko oia wa pana o
Pikoiakaalala i na manu; kulou
iho la kona poo i loko o ke poi
wai, e nana ana i ke aka o na
manu i kupono ka pua ke pana,
o ka lima me ka pua iluna kahi i
pana ai, o na maka i loko o ke
poi kahi i hooponopono ai i ke
kupono. Ia pana ana, ku na
manu a elua, pahu ana i lalo,
uwa ka aha kanaka i ke akamai
o Pikoiakaalala.
The people upon seeing this
great skill shown by
Pikoiakaalala gave a mighty
shout.

Keawenuiaumi, true to his word Lilo ke kaikamahine a

gave his daughter to Keawenuiaumi ia Pikoiakaalala a
Pikoiakaalala to wife and also me kekahi aoao o Hawaii waiwai
gave him a portion of Hawaii, o Kauakahi, hilahila o Mainele a
which made Kauakahi a very rich hoi mai i Oahu nei. [464]
man. Mainele was so ashamed
that he immediately returned to
Oahu. [451]

1 This name, showing Pikoi’s descent,

is a departure from the customary
form, being not only of, or from, Alala,
but is more definite as from ka (the)
Alala. ↑
2 Kaulamawaho, outside rope;
Kekakapuomaluihi, “the arrow
shooting of Maluihi”. ↑
3 Ike ole laua, as translated here, may
also mean “they did not know”, or
“were unaware”, etc. ↑
4 Olohu, name of a stone disk for a
rolling game, which takes the same
name. ↑
5 Pahee, a favorite betting game of
sliding a stick along a grass or
gravel course. ↑
6 Koieie, probably the same as koieiei,
a play at a flowing stream where the
incoming tide or current will return the
object thrown. The sport of sliding down
the rapids, as in Samoa or other islands
of Polynesia, takes the same name. ↑
7 E moe ana might mean simply “lying
down”, from his exhausted
condition. ↑
8 Rat shooting was a pastime of the
aliis. ↑
9 Kaukau alii, probably a prince, since
the term applied to a class of chiefs
below the king. ↑
10 The kalolo prayer was a petition
supplicating favors. ↑
11Aweoweo, a shrubby plant at various
altitudes (Chenopodium
sandwicheum). ↑
12Haumakaiole, an epithet applied to
one who is blear-eyed, from old
age. ↑
13 Hau, frost or misty; maka, eye; iole,
rat. ↑
14 Kuaiole, the upper ridge-pole of a
house. ↑
15 A stereotyped form of royal
recompense. ↑
[Contents]
Legend of
Kalelealuaka and
Keinohoomanawanui.
The land where Kalelealuaka
and Keinohoomanawanui lived
was Lihue, situated below and to
the east of the Kaala mountains
on Oahu. The ground upon
which the house stood is
“Oahunui”. At this time
Kakuhihewa was the king of Ewa
and of the districts adjoining;
while Pueonui was the king of
the district of Kona, embracing
that stretch of country from
Moanalua to Makapuu. At this
time these two kings were
contending in war with each
other whereby Pueonui was
acquiring the Ewa lands.
Kalelealuaka was a very brave
and fearless man in battle and in
Kaao No Kalelealuaka
a Me
Keinohoomanawanui.
Oka aina i noho ai o
Kalelealuaka a me
Keinohoomanawanui, o Lihue e
waiho ana malalo hikina o ka
mauna o Kaala i Oahu. O ke
kahua hale nae, o Oahunui. O
Kakuhihewa ke ’lii o Ewa a me
na aina e pili ana me ia; o
Pueonui ko Kona nei, oia mai
Moanalua a Makapuu, e noho
ana laua me ka paonioni a me
ke kaua, kokoke e pau loa o
Ewa ia Pueonui.
fighting. Kalelealuaka and
Keinohoomanawanui often spent
their time wishing for certain
things. The house in which they
lived faced directly towards Ewa.
Usually after partaking of their
evening meal they would light
their kukui nut lamp and then lie
down with their heads on their
pillows, look up at the roof,
Kalelealuaka at one gable of the
house and Keinohoomanawanui
at the other, when Kalelealuaka
would call out to
Keinohoomanawanui: “Let us
name our wishes.”
Keinohoomanawanui would then
reply: “My wish is this: that we
sleep until the first crowing of the
cock, then wake up and proceed
down to the plain, pull up some
ahuhu, 1 gather them together,
continue on down to the beach,
pound until soft, put the stuff into
the cracks, catch an eel, return
home, put the eel in banana
leaves, cook it in the oven
underground; then at the second
crowing of the cock uncover the
oven and place the cooked eel to
one side to cool; after it is cooled
we will then proceed eating until
He kanaka koa loa o
Kalelealuaka ma ke kaua a me
ka hakaka. O ka laua hana me
Keinohoomanawanui, o ke kuko.
O ko laua hale, ua kupono ka
puka i kai o Ewa, o ko laua
manawa e kuko ai, o ka wa pau
o ka paina ana o ke ahiahi e
pupuhi ana kukui, aia a hoi e
moe, kau ke poo i ka uluna, huli
ke alo iluna nana i kaupoku o ka
hale. Moe o Kalelealuaka ma
kona kala, moe o
Keinohoomanawanui, ma kona
kala, kahea aku o Kalelealuaka
ia Keinohoomanawanui: “O ke
kuko a kaua.” I mai o
Keinohoomanawanui: “O ka’u
kuko, o ka moe o kaua a kani ka
moa kuakahi, iho a ke kula,
huhuki auhuhu, a loaa, iho aku a
kahakai, kui a wali, hoo aku i ka
mawae o ka ala, make ka puhi,
hoi mai a uka nei, haihai i ka lau
maia, kalua, a kani ka moa, huai
ae a hoomaalili ma kapa. A
maalili, ai kaua a maona, hoi aku
we have had our fill; when we
will retire to our mats, place our
heads on our pillows, face up to
the roof and watch the rats race
along the battens. That is my
wish, I want you to know.”
Kalelealuaka would then reply:
“That is no wish, I have the
proper wish.” “What is your
wish?” Keinohoomanawanui
would ask. “That we may eat the
dogs of Kakuhihewa that bite the
face of people; that we may bake
the hog whose tusks are
crossed; that we may eat the fat
awa 2 of the fish ponds; that we
may drink of the best and most
intoxicating awa; that
Kakuhihewa himself shall chew
the awa, strain it into the
containers, pour it out into the
cups, place the cups to our lips;
and after we have slept off the
effects of the awa, that he bring
his daughters and make them
our wives. That is my wish, I
want you to know.”
Keinohoomanawanui then
replied: “Say, we will get killed. I
thought we were to wish on other
subjects; but I see your wish is in
relation to the king. If that is your
a luna o ka hua moena, kau ke
poo i ka uluna, huli ae ke alo
iluna, nana ae i kaupoku o ka
hale, liilii ka maka o ka iole, oia
ka’u kuko la i lohe oe.”
I aku o Kalelealuaka: “Aole kau
he kuko; o ka’u no ke kuko.”
“Pehea kau kuko?” wahi a
Keinohoomanawanui. “O na ilio
nahu maka o Kakuhihewa na
kaua e ai; ka puaa kea o ka
niho, na kaua e kalua; ke awa
nui o na loko na kaua e ai, na
puawa ona na kaua e inu. Na
Kakuhihewa no e mama a wali,
e hoka a loko o ke kanoa, e
hoohee a loko o na apu; nana no
e hooinu i na waha o kaua, ona
kaua, moe i ka ona awa a huli
ae; nana no e lawe mai i na
kaikamahine ana a ma na aoao
o kaua hoomoe: oia ka’u kuko la
i lohe oe.” “Kahaha, make kaua;
kai no paha ma na mea e ae
kaua e kuko ai, eia ka o ke ’lii
kau kuko; ina pela kou manao
mamake kaua,” pela aku o
Keinohoomanawanui. Pela ko
laua hana mau ana a hala ke
anahulu o na po a me na po
helelei, oia he mau po keu. O
wish we will surely get killed.”
This was carried on by these two
for ten nights and over. 3
As their lamp was seen burning
for several nights, Kakuhihewa
got vexed and ordered one of his
spies to go on up and see what
this midnight lamp was for. As
the [466]spy arrived and stood on
the outside of the house he
heard Keinohoomanawanui
name his wish, which was
followed by Kalelealuaka, after
this the two became quiet. The
spy then stuck a short wooden
dagger in the ground at the
entrance 4 of the house and
returned to the king. At his arrival
the king asked: “What was that
lamp burning for that you went
up to see?” The spy then
repeated all he had heard. While
the spy was repeating what he
had heard to the king, a priest
was at this time with the king. At
the conclusion of the recital, the
king turned to the priest and
asked him: “What about that
man Kalelealuaka? Do you think
his wish proper or not?” The
anahulu a me helelei. Anahulu,
he umi ia. Helelei, he keu
mawaho o ka umi; oia ke ano
ma ka olelo kahiko o Hawaii nei.
Eia ke ano o keia mau inoa.
No keia a mau o ke kukui i na po
a pau, uluhua o Kakuhihewa,
kena i ke kiu e pii e nana i keia
kukui a o ke aumoe. A hiki ke kiu
ma waho, e olelo ana o
Keinohoomanawanui [467]i kana
a pau ia, olelo o Kalelealuaka i
kana a pau, hoomaha iho la
laua. Kukulu iho la ke kanaka kiu
i ka pahoa ma ka puka o ka hale
a hoi mai la a hiki ia. Ninau aku
la ke ’lii: “He kukui aha kela au i
pii aku nei?” Hai mai la ke kiu i
na olelo a pau loa ana i lohe ai,
a lohe ke ’lii i keia mau olelo. Aia
me ke ’lii he kahuna; ui ae la ke
’lii: “Pehea kela kanaka o
Kalelealuaka, he pono anei kana
olelo, aole anei?” I aku ke
kahuna: “He pono kana olelo; o
ke kanaka ia puni ko aina; o na
mea a pau ana i olelo mai ai, e
hooko oe, o oe ponoi no ke hana
e like me ka olelo a ua kanaka
ala.” O keia mau olelo a pau loa,
ua hooko o Kakuhihewa ke ’lii;
eia nae, olelo aku ke kahuna i ke
priest replied: “What he has said ’lii: “I mau hale elua, i hookahi
should be carried out, because hale ai, i hookahi hale moe,
he will be the man to gain the hookahi la paa, alaila, kii ia o
conquest for you, so that you will Kalelealuaka a lawe mai.”
own the whole island. You must,
however, carry out every detail of
his wish with your own hands.”
On the advice of the priest,
Kakuhihewa 5 proceeded to carry
out in detail the wish made by
Kalelealuaka. The priest had,
however, instructed the king to
build two houses, one to serve
as an eating house and the other
a sleeping house; both to be built
and completed in one day and
then Kalelealuaka was to be sent
for and brought down.

When Kalelealuaka 6 and O Kalelealuaka a me

Keinohoomanawanui 7 woke up
in the morning and went out of
doors, they saw a wooden
dagger sticking in the ground just
outside of the entrance. At
seeing this Keinohoomanawanui
said to Kalelealuaka: “We are
going to be killed. Here is a
wooden dagger at our door. We
have been discovered. What a
pity that we are to be killed. You
can now see the consequences
of disobeying my advice, not to
Keinohoomanawanui, i ko laua
ala ana i ke kakahiaka a hele
iwaho o ka hale, iko iho la laua
he pahoa e ku ana ma ka puka o
ka hale, ua kukuluia. I aku o
Keinohoomanawanui ia
Kalelealuaka: “Make kaua! Eia la
he pahoa ma ka puka o ka hale
o kaua! Ua loaa. Aloha ino kaua
i ka make; o ka’u no ia e olelo
aku ana ia oe e waiho ke ’lii,
aohe make olelo.”
speak anything in connection
with the king.”
While they were discussing the
dagger found at their door, they
looked down toward Ewa and
saw a company of people
coming up toward them from the
king’s house all armed with
stone axes from front to rear of
the procession. At the sight of
the people Keinohoomanawanui
remarked: “There perhaps is our
death coming?” Kalelealuaka
replied: “You coward.” The
company they saw coming was
on their way to cut timber for the
erection of the two houses as
advised by the priest. These
houses were completed in one
day.
how kalelealuaka and
keinohoomanawanui
were sent for and
how they were taken
to king kakuhihewa at
ewa.
On the following day
Keinohoomanawanui again saw
a large company of people
Ia laua e kamailio ana no ka
pahoa i kukulu ia ma ka puka o
ka hale, nana aku la laua i ka
moe mai o ke kaoo huakai
kanaka, mai kahi o ke ’lii a
kokoke i ko laua nei wahi, me na
koi lipi mai mua a hope o ka
huakai. “Aia hoi paha ka make o
kaua la,” pela aku o
Keinohoomanawanui ia
Kalelealuaka; makau wale. O
keia huakai, he poe ooki laau
hale, e like me na olelo a ke
kahuna i ke ’lii, hookahi la ua
paa na hale elua.
no ke kii ana ia
kalelealuaka a me
keinohoomanawanui, e
lawe i kai o ewa imua o
ke ’lii o kakuhihewa.
Ia po a ao ae, nana hou aku la o
Keinohoomanawanui i nei
huakai nui e pii mai ana mai kai
coming up from Ewa, all armed
with spears and other
instruments of war; some had
war helmets and feather capes
while some had a litter for
carrying people. Upon seeing the
people Keinohoomanawanui
turned to Kalelealuaka and said:
“Our death is now close upon
us.” Kalelealuaka replied: “Keep
your eye on them.” Kalelealuaka
all this time was lying down with
his war club, showing no fear
and acting as though willing to
fight. When the people arrived
outside of the house, six of them
surrounded the house all armed
with death weapons. Soon after
this Kalelealuaka got up,
stepped [468]outside with his war
club in hand, raised it and struck
it on the house cutting it in two
and scattering the grass and
timbers in all directions. The
officer in command of the
soldiers spoke up saying: “We
did not come here to inflict
death, but we have been sent to
bring you to Ewa by the orders of
Kakuhihewa, the king. Here is
the litter, get in.”
Before their arrival at Ewa,
mai o Ewa, me na pololu, me ka
ihe me ke kuia, me ka elau, me
na mahiole, me ka ahuula, me
ka manele auamo. Hai aku o
Keinohoomanawanui ia
Kalelealuaka, eia ka make o
kaua ke kiina mai nei. Wahi a
Kalelealuaka: “Nana ia aku.” O
Kalelealuaka, ke moi nei no me
kana laau palau, me ka maka’u
ole me ka aa no e hakaka.
A hiki ka huakai ma waho o ka
hale o laua nei, eono poe
kanaka ka puni o ka hale me ka
makaukau i na mea make. Ia wa
ala mai o Kalelealuaka me kana
laau [469]palau a uhau iho la i ka
hale, kaawale ae la elua mahele
me ka lele liilii i o i anei. Olelo
mai ka luna o na kanaka: “Aole
ka makou huakai he kaua a he
make; i kii mai nei makou ia oe e
iho i kai o Ewa, ma ke kauoha a
ke ’lii a Kakuhihewa. Eia hoi ka
manele la kau mai iluna.”
A hiki lakou nei i kai o Ewa, ua
Kakuhihewa had in the
meantime prepared with his own
hands everything as advised by
the priest, as already set forth in
this story. The reason why
Kakuhihewa had followed the
instructions was because he
wanted to gain possession of all
of Pueonui’s lands, and also
because the priest had advised
him so. Kalelealuaka and
Keinohoomanawanui were from
this time on taken as the king’s
sons-in-law. All Kalelealuaka did
after this was to retire with the
daughter of Kakuhihewa in one
of the houses prepared for them.
While they were living together
at this time, war was again
resumed between the two kings,
Kakuhihewa and Pueonui. 8
Keinohoomanawanui was at
once made one of the king’s
officers and he went out to take
part in one of the battles, and in
which Pueonui was beaten.
Kakuhihewa and his men went
out to fight during the daytime
and they slew a great many of
Pueonui’s men.
Keinohoomanawanui always
gained the victory in these
hoomakaukau ponoi o
Kakuhihewa ke ’lii i na mea a
pau, e like me ka olelo a ke
kahuna i olelo mua ia ma ka
hoomaka ana o keia kaao. O ke
kumu o keia hana ponoi a
Kakuhihewa, no ke ake e lilo nui
ko Pueonui aina ia ia, a no ka
olelo kekahi a ke kahuna. Lilo ae
la o Kalelealuaka i hunona na ke
’lii a me Keinohoomanawanui,
hookahi hana a Kalelealuaka he
hiamoe i loko o ka hale me ka
wahine, ke kaikamahine a
Kakuhihewa.
I loko o keia wa a lakou e noho
nei, hoomaka ke kaua o na ’lii, o
Kakuhihewa a me Pueonui. O
Keinohoomanawanui lilo ae la ia
i luna koa, oia kekahi i hele i ke
kaua, ua lanakila ko lakou aoao
ma ke kaua ana me Pueonui. O
Kakuhihewa a me na koa kai
hele i ke kaua i ke ao, ua nui ka
make ma ko Pueonui aoao, ua
lanakila loa o
Keinohoomanawanui ma keia
mau kaua ana, a ua manao ke
’lii o Kakuhihewa nana keia
make.
battles so that in time the king
began to give
Keinohoomanawanui the credit
of such splendid results.
Kalelealuaka in the meantime
retired during the daytime, but at
the first crow of the cock at early
dawn, he would get up and go
out and slay the officers in the
army of Pueonui. He would run
from Ewa to Kapukaki, the
heights looking down at Halawa,
where he would meet the officers
of the opposing army and fight
them single handed, striking on
the right and then on the left.
After slaying the enemy by the
use of his war club he would
carry off their war helmets and
feather capes. This was carried
on by him for several nights
without the knowledge of
anyone. One night as he was
returning a farmer at Halawa
saw him. Kalelealuaka had slain
several of Pueonui’s men, and
secured some feather capes and
war helmets and was on his way
home; but he was traveling at
such speed that the farmer was
unable to make out who he was.
On the night following the farmer
No Kalelealuaka. I ke ao, moe
oia a kani ka moa kuakahi o ka
wanaao, hele e pepehi i na ’lii
koa o Pueonui. Mai lalo mai o
Ewa e holo ai, a loaa na ’lii koa a
me ke kaua i Kapukaki e nana
ala ia Halawa. Lawe kela i ka
mahiole a me ka ahuula o na ’lii
a me na koa, hookahi laau palau
e uhau ai ma ka akau, a pela ma
ka hema, ua pau loa ia poe
kaua; pela kana hana mau ana i
na po a pau me ka ike ole ia. A i
kekahi po ana i hoi hou ai, ike ia
e ke kanaka mahiai i Halawa. Ua
luku aku o Kalelealuaka i na koa
o Pueonui a pau i ka make, ua
loaa ka ahuula a me ka mahiole,
e huli hoi ana ia, a no kona
mama loa aole maopopo kona
mau helehelena. Nolaila,
hoomakakiu ua kanaka mahiai
nei i kekahi po hou mai, a ike ia
ia Kalelealuaka e hele ae ana
me ka mama loa, ia wa, pahu
kela i ka ihe laumeki kohe o mua
a ku i ka lima, i ka peahi mahope
mai, paa loa i loko ka upe o ka
thought he would lie in wait for
this man; sure enough he saw
Kalelealuaka going along at a
very great rate of speed, so
taking up his spear whose point
was fixed like a hook, he threw it
and hit the man in the arm just
above the wrist; the spear point
entered and was made fast.
Kalelealuaka seizing the spear
tried to pull it out, but was unable
on account of the peculiar point,
so he broke it, leaving the point
still in the arm.
Pueonui was defeated and
Kakuhihewa took possession of
all his lands. Kakuhihewa all this
time thought
Keinohoomanawanui was the
cause of these victories over
Pueonui and the slaughter of the
men. In the meantime the farmer
refused to give
Keinohoomanawanui the credit
of these victories and declared
that the final defeat and death of
Pueonui was the work of a
different man altogether, who
went out to fight only in the early
morning. He described this
unknown man as a very fast
runner of whom he knew no
ihe. Lalau iho la o Kalelealuaka i
ka ihe a uhaki ae la, paa no ka
upe i loko o ka lima.
O Pueonui ua pio kona aoao, a
ua pau loa kona aina ia
Kakuhihewa, ua manao hoi o
Kakuhihewa na
Keinohoomanawanui keia pio o
Pueonui, a me keia make o na
kanaka. No ke kanaka mahiai.
Hoole oia ia
Keinohoomanawanui: “Aole
nana keia make o Pueonui, he
kanaka e wale no ke kanaka
nana e luku nei, aia a kokoke e
ao [471]hele keia kanaka. He
kanaka mama loa, aohe lua, me
ka laau palau i ka lima, a i ka hoi
ana mai me ka mahiole a me ka
ahuula, ua pahu ia e a’u i ka ihe,
a paa ka upe o ka ihe i loko o ka
equal; the man always carried a
war club, and on his return would
come with war helmets and
feather capes. “I have wounded
him in the arm and I think [470]the
spear point is still in his arm. It
will be the means by which the
man could be recognized.”
When Kakuhihewa heard this, he
issued a call for everybody to
come together, no man, woman
or child to remain at home,
excepting those who when they
fell down were unable to get up
again, and those who were so
sick that they could not walk.
After everybody had come
together, the farmer proceeded
to look for his man by looking at
their arms; but he was unable to
locate him. He then asked
Kakuhihewa: “Is there no one
left?” “None,” said the king,
“except my son-in-law who is
asleep at home, and has done
nothing requiring him.” “Send for
him and let me see [his arm],”
said the farmer. When
Kalelealuaka came up to the
farmer and held up his arm the
point of the spear was found.
The farmer then remarked:
lima. Oia ka hoailona o ua
kanaka ala.”
A lohe o Kakuhihewa i keia mau
olelo kukala aku la ia i kana olelo
kuahaua: “Aohe kanaka noho,
aohe wahine, aohe keiki. O ka
mea ku ae a hina iho, oia ke
noho aku, o ka mea mai hiki ole
ke hele.” A akoakoa na mea a
pau loa i kahi hookahi, hele ua
kanaka nei e nana i ka lima,
aohe loaa iki. Ninau aku la ia
Kakuhihewa: “Aohe kanaka i
koe?” “Aole,” pela aku ke ’lii.
“Aka, o kuu hunona wale no koe
e moe la i ka hale, aohe ana
hana e loaa.” “E kii aku, e lawe
mai e nana aku au,” pela aku ke
kanaka mahiai. A hiki mai la o
Kalelealuaka, hoike mai la i kona
lima, i nana iho ka hana e paa
ana ka upe o ka ihe i ka lima.
“He oiaio, o keia kanaka ka mea
nana i luku ko Pueonui aoao a
pau i ka make. O ke kanaka keia
a’u i hoomakaukiu ai i ke