dc.contributor.author | West, Roianne | |
dc.contributor.author | Saunders, Vicki | |
dc.contributor.author | West, Leeona | |
dc.contributor.author | Blackman, Renee | |
dc.contributor.author | Del Fabbro, Letitia | |
dc.contributor.author | Neville, Georgina | |
dc.contributor.author | Rowe Minniss, Fiona | |
dc.contributor.author | Armao, Jessica | |
dc.contributor.author | van de Mortel, Thea | |
dc.contributor.author | Kain, Victoria | |
dc.contributor.author | Corones-Watkins, Katina | |
dc.contributor.author | Elder, Elizabeth | |
dc.contributor.author | Wardrop, Rachel | |
dc.contributor.author | Mansah, Martha | |
dc.contributor.author | Hilton, Cieon | |
dc.contributor.author | Penny, Jamie | |
dc.contributor.author | Hall, Kerry | |
dc.contributor.author | Sheehy, Kylee | |
dc.contributor.author | Rogers, Gary | |
dc.date.accessioned | 2022-07-19T23:18:25Z | |
dc.date.available | 2022-07-19T23:18:25Z | |
dc.date.issued | 2022 | |
dc.identifier.issn | 1037-6178 | |
dc.identifier.doi | 10.1080/10376178.2022.2029518 | |
dc.identifier.uri | http://hdl.handle.net/10072/410429 | |
dc.description.abstract | Background:
Collaborative Indigenous-led pedagogical and research approaches in nursing education are fundamental to culturally safe curriculum innovations that challenge institutional racism. These approaches privilege, and make central, Indigenous worldviews in the ways healthcare practice is assessed and valued. With the aim of informing excellence in cultural safety teaching and learning, this study draws on the experiences and key learnings of non-Indigenous nursing academics in the implementation of First Peoples Health interprofessional and simulation-based learning (IPSBL) innovations in an Australian Bachelor of Nursing 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 Indigenous-led First Peoples Health IPSBL innovations. A validated survey was administered to nursing academics before and after the innovations were delivered. Phenomenological interviews were also conducted following implementation of the innovations.
Results:
27 staff were involved in the delivery of the innovations and six nursing academic staff completed both pre and post-surveys. Nine participants completed phenomenological interviews. There was a non-significant trend towards improved scores on the awareness of cultural safety scale (ACSS) following the delivery of the innovations. Nursing academics’ perceptions of relevance of the innovations to their practice were enhanced. An increased awareness of culturally safe academic practices was reported among those actively involved in innovations.
Conclusion:
This study confirms the significance of educating the educators in cultural safety teaching and learning. 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 and challenge institutional racism. | |
dc.description.peerreviewed | Yes | |
dc.publisher | Routledge: Taylor & Francis Group | |
dc.relation.ispartofjournal | Contemporary Nurse | |
dc.subject.fieldofresearch | Aboriginal and Torres Strait Islander education | |
dc.subject.fieldofresearch | Nursing | |
dc.subject.fieldofresearch | Curriculum and pedagogy | |
dc.subject.fieldofresearch | Midwifery | |
dc.subject.fieldofresearchcode | 4502 | |
dc.subject.fieldofresearchcode | 4205 | |
dc.subject.fieldofresearchcode | 3901 | |
dc.subject.fieldofresearchcode | 4204 | |
dc.title | Indigenous-led First Peoples health interprofessional and simulation-based learning innovations: mixed methods study of nursing academics’ experience of working in partnership | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | West, R; Saunders, V; West, L; Blackman, R; Del Fabbro, L; Neville, G; Rowe Minniss, F; Armao, J; van de Mortel, T; Kain, V; Corones-Watkins, K; Elder, E; Wardrop, R; Mansah, M; Hilton, C; Penny, J; Hall, K; Sheehy, K; Rogers, G., Indigenous-led First Peoples health interprofessional and simulation-based learning innovations: mixed methods study of nursing academics’ experience of working in partnership, 2022, Contemporary Nurse | |
dc.date.updated | 2021-11-26T03:54:42Z | |
gro.description.notepublic | This publication has been entered in Griffith Research Online as an advanced online version. | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Del Fabbro, Letitia A. | |
gro.griffith.author | Hall, Kerry K. | |
gro.griffith.author | Neville, Georgina | |
gro.griffith.author | van de Mortel, Thea F. | |
gro.griffith.author | Kain, Victoria J. | |
gro.griffith.author | Corones-Watkins, Katina | |
gro.griffith.author | Elder, Elizabeth G. | |
gro.griffith.author | Wardrop, Rachel A. | |
gro.griffith.author | Mansah, Martha | |