Indigenous-led First Peoples health interprofessional and simulation-based learning innovations: Mixed methods study of nursing academics’ experience of working in partnership

Roianne West, Vicki Saunders, Leeona West, Renee Blackman, Letitia Del Fabbro, Georgina Neville, Fiona Rowe Minniss, Jessica Armao, Thea van de Mortel, Victoria J. Kain, Katina Corones-Watkins, Elizabeth Elder, Rachael Wardrop, Martha Mansah, Cieon Hilton, Jamie Penny, Kerry Hall, Kylee Sheehy, Gary D. Rogers

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Collaborative, Indigenous-led pedagogical and research approaches in nursing education are fundamental to ensuring culturally safe curriculum innovations that address institutional racism. These approaches privilege, or make central, Indigenous worldviews in the ways healthcare practices are valued and assessed. With the aim of informing excellence in cultural safety teaching and learning, and research approaches, this study draws on the experiences and key learnings of non-Indigenous nursing academics in the collaborative implementation of First Peoples Health interprofessional and simulation-based learning (IPSBL) innovations in an Australian Bachelor of Nursing (BN) program. Methods: An Indigenous-led sequential mixed method design was used to investigate non-Indigenous nursing academics’ experiences in the design, development and delivery of two IPSBL innovations. A validated survey (the Awareness of Cultural Safety Scale, (ACSS)) was administered to nursing academics before and after the innovations were delivered. Phenomenological interviews were also conducted following the implementation of the innovations. Results: Of the 27 staff involved in the delivery of the innovations, six nursing academics completed both pre-and post-surveys (22%). Nine (33%) participated in phenomenological interviews. There was a non-significant trend towards improved scores on the ACSS following the delivery of the innovations. Nursing academics’ perceptions of the innovations’ relevance to their practice were enhanced. An increased awareness of culturally safe academic practices was reported among those actively involved in innovations. Impact statement: Indigenous-led approaches in teaching and research promote excellence within mandatory cultural safety education for nurses and midwives. Conclusions: This study confirms the importance of educating the educators about cultural safety in teaching and learning, and research approaches. It also provides important insights into how non-Indigenous nursing academics can work within Indigenous-led pedagogical and research approaches to design culturally safe curriculum innovations.

Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalContemporary Nurse
DOIs
Publication statusE-pub ahead of print - Jan 2022
Externally publishedYes

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