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

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

doi:10.1080/10376178.2022.2029518

Cited by 3 publications

(18 citation statements)

References 30 publications

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“…It also requires committing to self‐evaluation with the goal to improve skills in mitigating power imbalance and preventing paternalistic interaction (Foronda et al, 2015; Tervalon & Murray‐Garcia, 1998). However, educators will require institutional support to do this (Fleming et al, 2020; West et al, 2022). Without this shift to active cultural humility, culturally unsafe teaching remains a risk.…”

Section: Discussionmentioning

confidence: 99%

“…Instead, educators can renew their teaching practices by understanding what a normalised dominant settler paradigm is, identifying if this is present in their teaching and remedying this (Smith, 2012). Without this educators will face barriers to adequate teaching (Tuck & Yang, 2012), which will likely have negative impacts on Indigenous peoples’ lives (Jones et al, 2019; Moreton‐Robinson, 2015; Nakata, 1997; Pease, 2010; Rigney, 1999; Smith, 2012; West et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Educators described themselves as lacking knowledge and mainly focussed on wanting more knowledge about cultural differences. Without this educators will face barriers to adequate teaching (Tuck & Yang, 2012), which will likely have negative impacts on Indigenous peoples' lives (Jones et al, 2019;Moreton-Robinson, 2015;Nakata, 1997;Pease, 2010;Rigney, 1999;Smith, 2012;West et al, 2022).…”

Section: Rethinking Educator Roles and Professional Developmentmentioning

confidence: 99%

“…Recommended educator capabilities relate to what to teach and how. For instance, how to teach students to critically examine their knowledge and beliefs and how to take action on this reflection to improve cultural safety (Department of Health, 2014; Fildes et al, 2021; Jones et al, 2019; Universities Australia, 2017; West et al, 2022). Also recommended are skills to teach students how to recognise and respond to power imbalances, such as teaching how privilege is constructed and maintained and how to mitigate resultant harm to patients (Freire, 2000; McLaughlin, 2013; Nixon, 2019; Pease, 2010; Williamson & Dalal, 2007; Wolfe et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…However, studies indicate that they commonly feel intimidated by this task (Bullen & Flavell, 2021; Vass & Adams, 2020; Wolfe et al, 2018). Educators experience uncertainty, tension and discomfort when teaching at the cultural interface where Western and Indigenous epistemologies and ontologies intersect (Bullen & Flavell, 2021; Nakata, 2007; West et al, 2022; Wolfe et al, 2018). Educators describe a lack of skill and knowledge to teach topics such as antiracism, privilege and cultural safety (Diffey & Mignone, 2017; Vass & Adams, 2020; West et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

2022

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Settler colonisation continues to cause much damage across the globe. It has particularly impacted negatively on Indigenous peoples' health and wellbeing causing great inequity.Health professional education is a critical vehicle to assist in addressing this; however, non-Indigenous educators often feel unprepared and lack skill in this regard. In this qualitative study, 20 non-Indigenous nursing, physiotherapy and occupational therapy educators in Australia were interviewed about their experiences and perspectives of teaching Indigenous health. Findings from the inductive thematic analysis suggest educators require skill development to: identify their discomfort in teaching cultural safety; contextualise the sources of this discomfort and; reflect on how this understanding can improve their teaching. Additionally, educators require professional training to become practitioners of cultural humility and to be facilitators and colearners (rather than experts) of the Aboriginal-led curriculum. Of relevance to this is educator training in how to decentre non-Indigenous needs and perspectives. Educators can also renew their teaching practices by understanding what a dominant settler paradigm is, identifying if this is problematically present in their teaching and knowing how to remedy this. Crucial to improved cultural safety teaching is institutional support, which includes Indigenous leadership, institutional commitment, relevant policies, and well-designed professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Rethinking Educator Roles and Professional Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

2022

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Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor

Mason,

Brown,

Carter

2023

Early Childhood Educ J

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Within an early childhood setting strong collaborative partnerships between the service and the family are critical to the success of a child’s development and learning. Collaborative interactions with families are considered indicators of quality within early childhood services. Whilst the value and importance of collaborative partnerships are widely agreed upon, the plethora of terms utilised to describe collaborative partnerships, and the multitude of models for its enactment have muddied the waters for successful interpretation and application in practice. This paper employs metaphor as a way of creating conceptual clarity of the complex issues surfaced in the literature related to collaborative partnerships and their intended implementation in curriculum and policy, and what practices occur in services globally. Findings highlight a mismatch between discourse and practice and elucidate the missed opportunities for collaborative partnerships towards improving service quality. Insights identified in this paper are relevant to the early childhood sector, highlighting a call for further clarity and interpretation of the term and mechanisms of quality collaborative partnership to inform practices in the field. This paper suggests new ways of thinking that rupture taken for granted viewpoints, offering the metaphor of a tandem bicycle to reflect the collaborative partnership between educators and families. This article provides a powerful provocation for the early childhood field to encourage reflection and refinement to existing conceptualisations of family-educator relationships.

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Decolonisation for health: A lifelong process of unlearning for Australian white nurse educators

Rix,

Doran,

Wrigley

et al. 2023

Nursing Inquiry

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Indigenous nurse scholars across nations colonised by Europeans articulate the need for accomplices (as opposed to mere performative allies) to work alongside them and support their ongoing struggle for health equity and respect and to prioritise and promote culturally safe healthcare. Although cultural safety is now being mandated in nursing codes of practice as a strategy to address racism in healthcare, it is important that white nurse educators have a comprehensive understanding about cultural safety and the pedagogical skills needed to teach it to undergraduate nurses. We open this article with stories of our journeys as two white nurses in becoming accomplices and working alongside Indigenous Peoples, as patients and colleagues. Our lived experience of the inertia of healthcare and education organisations to address systemic and institutional resistance to the practice of cultural safety underpins the intention of this article. We understand that delivering this challenging and complex topic effectively and respectfully is best achieved when Indigenous and white educators work together at the cultural interface. Doing so requires commitment from white nurses and power holders within universities and healthcare institutions. A decolonising approach to nurse education at individual and institutional levels is fundamental to support and grow the work that needs to be done to reduce health inequity and increase cultural safety. White nurse accomplices can play an important role in teaching future nurses the importance of critical reflection and aiming to reduce power imbalances and racism within healthcare environments. Reducing power imbalances in healthcare environments and decolonising nursing practice is the strength of a cultural safety framework.

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

Cited by 3 publications

References 30 publications

‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

‘Maybe what I do know is wrong…’: Reframing educator roles and professional development for teaching Indigenous health

Capturing the Complexities of Collaborative Partnerships in Early Childhood Through Metaphor

Decolonisation for health: A lifelong process of unlearning for Australian white nurse educators

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