The history of black, Asian and minority ethnic (BAME) women who came to the UK to work as nurses is interwoven with the history of the NHS. The colonial construct of the BAME female nurse is embedded in British society. From the post-second-world-war years to the 1960s, to today, BAME women chose to become nurses and work in the 'motherland', a term regularly used by those immigrating to England from the former colonies. The experiences of the BAME female nurse in the 1970s and early 1980s were of overt racism and lack of advancement. Although racism was less overt in the late 1980s and 1990s, these experiences continued and BAME female nurse advancement levels remained lower than among their white female counterparts. In the 21st century there continues to be significant differences in treatment of BAME female nurses compared with white nursing colleagues, with the enduring effects of the coloniser holding the power to impact on the BAME female nurse who is the colonised, racially stereotyped and less powerful. There are multifaceted reasons for the unequal treatment of BAME female nurses. However, the persistent construct of colonialism and power needs to be recognised if the NHS is to acknowledge ongoing racialised inequalities experienced by BAME female nurses. A recognition of racist and sexist discriminatory actions must occur to permit the development of equal opportunity strategies to address these unacceptable inequalities and generate a real cultural shift.
Abstract:The changing environment for both students and lecturers dictates the requirement for giving feedback on assessment activities rapidly. In order to close this cycle of learning for the student and facilitate the feed-forward process, the development of rubrics has become an essential part of the workload. The rubric tool needs to have clearly stated performance indicators and criteria so that both student and lecturer have the same expectations of the assessment activity. The rubric must be robust enough to be able to capture the balance of being both an easy tool for marking but also detailed enough to give constructive feedback reflecting the learning outcomes. The rubric development, given its complexity, when constructing this tool, can be time consuming but eventually becomes time saving. Thereby reducing the grading workload effort of the lecturer while maintaining the knowledge gained by the students through the assessment activity.
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