REM: A collaborative framework for building Indigenous cultural competence

Tamara Power*, Claudia Virdun, Juanita Sherwood, Nicola Parker, Jane Van Balen, Joanne Gray, Debra Jackson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


The well-documented health disparities between the Australian Indigenous and non-Indigenous population mandates a comprehensive response from health professionals. This article outlines the approach taken by one faculty of health in a large urban Australian university to enhance cultural competence in students from a variety of fields. Here we outline a collaborative and deeply respectful process of Indigenous and non-Indigenous university staff collectively developing a model that has framed the embedding of a common faculty Indigenous graduate attribute across the curriculum. Through collaborative committee processes, the development of the principles of “Respect; Engagement and sharing; Moving forward” (REM) has provided both a framework and way of “being and doing” our work. By drawing together the recurring principles and qualities that characterize Indigenous cultural competence the result will be students and staff learning and bringing into their lives and practice, important Indigenous cultural understanding.

Original languageEnglish
Pages (from-to)439-446
Number of pages8
JournalJournal of Transcultural Nursing
Issue number5
Publication statusPublished - 1 Sept 2016
Externally publishedYes


  • Indigenous graduate attribute
  • Indigenous health
  • cultural competence
  • midwifery students
  • nursing students
  • health professionals


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