Knowledge exchange

About this theme

What is knowledge exchange? Knowledge exchange is about learning from others and adapting that learning to local needs. 

First Nations aged care leaders visited organisations working through similar challenges, with exchanges focused on Support at Home and culturally appropriate mealtime and dining experiences.

Through observation, peer discussion and reflection, participants explored what could work in their own organisation and community. 

Methods

This themed case study uses participant learning from ARIIA’s First Nations Knowledge Exchange Pilot conducted in 2026. 

Lessons learnt from the exchanges have been extracted to fit the themed case study template with the addition of an Open Access article by Brinckley et al. to supplement findings.

Why this is important?

First Nations aged care organisations often work within complex service systems while workforce pressures reduce opportunities to connect with peers and learn from other services. The pilot responded to priorities identified through the 2024 First Nations Aged Care Workforce Roundtable, including workforce exchange, knowledge sharing and support to adapt useful practice across different community settings. 

Knowledge translation has long been part of Indigenous cultures, but researchers often use approaches that do not centre Aboriginal and Torres Strait Islander ways of knowing, being and doing. Effective Indigenous knowledge translation should build on existing knowledge-sharing practices and protocols, centre Indigenous leadership and governance, while supporting community-defined benefit. [1]

Therefore, clearly describing relationships, decision-making, cultural protocols and local adaptation are an important part of good knowledge exchange practice. [1]

How knowledge exchange worked?

The pilot used a culturally safe, strength-based process that placed relationships, informed choice and shared responsibility at the centre.

• Identify the challenge. Applicants described a workforce, service or organisational issue they wanted to address. 
• Select participants. Applications were considered against pilot criteria with direction and advice from the First Nations Governance Group. 
• Find an appropriate host. ARIIA approached organisations with relevant experience and capacity to support an exchange. 
• Prepare for the visit. Participants clarified expectations, learning goals and capability needs. 
• Observe and reflect. Participants saw practice in action, shared knowledge and tested relevance through discussion with peers and mentors. 
• Plan local action. Participants considered what could be adapted within their own organisation. 
• Share and continue learning. Feedback, participant reports and ongoing contact helped learning continue after the visit

Participant one: preparing for Support at Home 

Participant one wanted to understand Support at Home processes and learn from an organisation with longer experience of the model. Observation, knowledge sharing, training and scenario discussions focused on service delivery, budget tracking, working with Services Australia, claiming, My Aged Care, people processes and software systems. 

• Develop an in-house program manual and process flowchart. 
• Train staff and run pilot activities.
• Prepare administrative resources and configure software. 
• Continue buddying with the exchange partner during implementation.

The participant emphasised starting with a clear plan, remaining open to peer learning and keeping momentum after the visit. [2] 

Participant two: improving the mealtime experience 

Participant two explored how mealtimes could better support resident choice, nutrition, dignity and cultural safety. The exchange considered menu planning, food presentation, dining room set up, resident engagement, food safety, food waste and links between resident feedback, clinical information, kitchen practice and care practice.

• Strengthen consultation about meals, cultural food needs and dining routines.
• Review menu feedback, presentation, portion sizes and meal service. 
• Make the dining space more welcoming and less task-focused.  
• Review food safety and mealtime procedures. 
• Monitor food waste, weight changes and nutrition risk. 
• Strengthen communication between kitchen, care and clinical staff.

The participant stressed that ideas should be practical, affordable and suited to residents, staff, facilities, culture and local ways of life. [3]

Implementation supports

The pilot suggests that implementation depends on more than the visit itself. Human, structural and practical supports shape whether learning can be adapted and sustained.

Practice Considerations

• Start with a local challenge. Focus the exchange on a specific issue rather than a general visit. Agree on learning goals beforehand, while allowing space for unexpected learning. 
• Choose the right host and make time to reflect. Look for relevant experience, cultural safety and capacity to support meaningful observation and discussion. Include yarning, mentor discussion and structured reflection to help participants relate what they see to local needs. 
• Adapt, don’t copy. Consider local culture, Country, community preferences, workforce capability, infrastructure, costs and organisational readiness. Involve the people affected by the change, such as Elders, residents, families, community, staff and relevant teams. 
• Turn learning into action. Agree on actions, responsibilities and follow-up support. Participant examples included manuals, flowcharts, training, software changes, consultation, monitoring and continued buddying.
• Track meaningful change. Use measures that matter locally. Participant examples included Elders accessing services, resident satisfaction, reduced food waste, improved documentation, safer food handling and better support for nutrition risk.

Key implementation considerations for knowledge exchange

When considering how to implement knowledge exchange in your own organisation consider the following questions:

Cultural authority and governance: Who should guide the exchange? What permissions apply to the knowledge being shared? Who decides what can be recorded, adapted or passed on? 

Readiness and capacity: Can the participant and host release staff? Are travel, accommodation, backfill and flexible visit arrangements available? 

Fit with local context: Which elements depend on culture, place, workforce, systems, facilities or resources? What should not be copied? 

Implementation planning: What staff training, administration, software, procedures, equipment, consultation and management support will be required? 

Ongoing relationships: How will peers, mentors and organisations stay connected after the visit? Who will support problem-solving during implementation?

Learning and progress: What would meaningful improvement look like locally? Whose feedback should guide decisions? What information can be collected appropriately?