BackgroundThis study investigated an innovative pedagogical strategy aimed at embedding cultural safety and First Nations perspectives within tertiary nursing education.MethodGrounded in cultural co-teaching, this approach uses the principle of Two-Eyed Seeing to address the historical exclusion of Aboriginal and Torres Strait Islander peoples from the Australian tertiary education and health sector. A descriptive qualitative approach combined with thematic analysis identified that students developed an enhanced understanding of colonisation on First Nations health.ResultsFour themes were identified: History Beyond the Coloniser's Story; Power, Empowering, and Possibilities; Connecting Art Interpretations to Clinical Practice; and The Past is in the Present - Culture in Care. The findings highlight the effectiveness of the community-led, arts-based, and reflective teaching strategies in nurse education.ConclusionThe co-teaching model enabled students to reconcile Western and First Nations worldviews, fostering respectful and inclusive learning. This research contributes to the growing evidence base for First Nations-led curriculum design in health education.
Sivertsen et al. (Mon,) studied this question.