Regional inequities stemming from the impact and legacy of colonisation on Australian First Nations peoples result in trauma compounded by ongoing racism, discrimination, loss of identity, language, culture, and land, directly impacting health outcomes. Yet despite the existence of inequity, First Nations Australians continue to survive, as demonstrated through strength, resilience, and reciprocity through connection to Country and with each other (Nolan-Isles et al., 2021).
For two years, Charles Sturt Podiatry staff have been working with the Albury Wodonga Aboriginal Health Service (AWAHS) to address some of the challenges faced regionally in First Nations communities. Developed in line with Charles Sturt University’s Education Strategy Vision 2030 and the First Nations Strategy 2023-2025, this learning and teaching initiative showcases respectful and collaborative co-design and co-implementation of place-based, authentic cultural learning experiences.
Reflecting on our first year facilitating this inter-cultural learning initiative, our team identified while the single place-based yarning experience, related online learning resources and assessment with authentic feedback from a First Nations marker were highly valued by students and staff, reimagination was required to enable development of a greater understanding of the cultural value and power of reciprocity in partnerships when working alongside First Nations colleagues, patients, and communities, as recommended in the National Cultural Safety Framework. Incorporating a second visit in the subject re-design, allowed students first-hand experience of reciprocally sharing their newly developed understandings with the AWAHS community at their clinical team meeting, gaining a true appreciation for the process and time that respectful relationship building takes in this context.
The benefits of student engagement and authentic cultural learning with AWAHS are substantial. With the new inclusions in the learning and teaching initiative, this year’s Subject Experience Survey achieved a percent positive response of over 98%. One student commented “the whole experience was educating and rewarding, which was felt across the entire cohort”. Another student expressed gratitude stating, “the experience was super beneficial, and it was great to be given this opportunity”.
Furthermore, AWAHS staff highlighted the value of collaborative learning as a prime example of working with and together toward a better future for First Nations Australians. A Charles Sturt Clinical Educator noted an astounding improvement in culturally safe practice the students are displaying in their workplace learning since actively participating in this initiative. The impact of increasing knowledge and awareness of access to professions, and exposure to potential career pathways available to First Nations peoples was highlighted by the AWAHS team, as an additional benefit of this experience.
Co-designing and co-facilitating this reciprocal and authentic place-based learning and teaching initiative improves the overall cultural competence of Charles Sturt University’s Podiatry graduates. This results in greater positive health partnerships and contributes to improving health outcomes of First Nations peoples and communities. Importantly, this initiative models to other disciplines and professions, how to work collaboratively with reciprocity alongside First Nations peoples, communities, and services to co-design authentic and engaging learning experiences for future professionals, that stimulate continuous benefit and self-determination of the regional communities they are working alongside.
