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dc.contributor.authorWest, Roianne
dc.contributor.authorSaunders, Vicki
dc.contributor.authorWest, Leeona
dc.contributor.authorBlackman, Renee
dc.contributor.authorDel Fabbro, Letitia
dc.contributor.authorNeville, Georgina
dc.contributor.authorRowe Minniss, Fiona
dc.contributor.authorArmao, Jessica
dc.contributor.authorvan de Mortel, Thea
dc.contributor.authorKain, Victoria
dc.contributor.authorCorones-Watkins, Katina
dc.contributor.authorElder, Elizabeth
dc.contributor.authorWardrop, Rachel
dc.contributor.authorMansah, Martha
dc.contributor.authorHilton, Cieon
dc.contributor.authorPenny, Jamie
dc.contributor.authorHall, Kerry
dc.contributor.authorSheehy, Kylee
dc.contributor.authorRogers, Gary
dc.date.accessioned2022-07-19T23:18:25Z
dc.date.available2022-07-19T23:18:25Z
dc.date.issued2022
dc.identifier.issn1037-6178
dc.identifier.doi10.1080/10376178.2022.2029518
dc.identifier.urihttp://hdl.handle.net/10072/410429
dc.description.abstractBackground: 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.peerreviewedYes
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofjournalContemporary Nurse
dc.subject.fieldofresearchAboriginal and Torres Strait Islander education
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchMidwifery
dc.subject.fieldofresearchcode4502
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode4204
dc.titleIndigenous-led First Peoples health interprofessional and simulation-based learning innovations: mixed methods study of nursing academics’ experience of working in partnership
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationWest, 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.updated2021-11-26T03:54:42Z
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.
gro.hasfulltextNo Full Text
gro.griffith.authorDel Fabbro, Letitia A.
gro.griffith.authorHall, Kerry K.
gro.griffith.authorNeville, Georgina
gro.griffith.authorvan de Mortel, Thea F.
gro.griffith.authorKain, Victoria J.
gro.griffith.authorCorones-Watkins, Katina
gro.griffith.authorElder, Elizabeth G.
gro.griffith.authorWardrop, Rachel A.
gro.griffith.authorMansah, Martha


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