A global scoping review to inform the recruitment and retention of Aboriginal and Torres Strait Islander nursing and midwifery academics.

AIM: To synthesise global evidence on strategies that support the recruitment and retention of First Nations nursing and midwifery academics. BACKGROUND: The representation of First Nations people in nursing and midwifery academia is essential for culturally safe healthcare education and addressing systemic inequities. Despite various initiatives, challenges persist in attracting and retaining First Nations academics in these fields. DESIGN: A scoping review was conducted using the Arksey and O'Malley framework and reported in line with PRISMA-ScR guidelines. METHODS: A comprehensive search was conducted across six databases (Australian Indigenous Health InfoNet, Scopus, Web of Science, CINAHL, Emcare and PubMed) using terms related to Indigenous identity, academic workforce and nursing/midwifery. Studies were included if they addressed recruitment or retention of First Nations nursing and midwifery academics. The research team collaboratively extracted data to identify patterns and map key themes across the studies. RESULTS: Four studies met the inclusion criteria, representing Australia, Canada, New Zealand and the U.S.A. Seven key themes emerged: (1) publicly stated commitments to change, (2) curriculum-community-university partnerships, (3) defined academic pathways, (4) inclusive and culturally safe work environments, (5) mentorship and allyship, (6) supportive leadership and (7) institutional policy reform. Australian-specific research was limited despite the global relevance of the issue. CONCLUSIONS: Creating culturally safe, inclusive academic environments is critical to strengthening the First Nations academic workforce. Key strategies include leadership development, mentorship, institutional accountability and systemic reform. Addressing these areas is vital for improving recruitment and retention and advancing health equity outcomes.