Indigenous-led First Peoples Health Inter-Professional and Simulation-Based Learning Innovations: a Mixed Methods study of the experience of nursing academics working in partnership

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.