Blindness, deafness, silence and invisibility that shields racism in nursing education-practice in multicultural hubs of immigration

Aligning Nursing Ethics With Critical and Open Pedagogy in Nursing Education

“…Racism is exhibited in many ways including educators perpetuation and reliance on westernized colonial frames of reference10,45 and implicitly and explicitly enacting westernized superiority values 13,26,32. The challenges of understanding and addressing racism and exclusionary practices result in nurse educators being uncomfortable with race-related discourse 8,10,27,30,31,47…”

“…Nurses need to move beyond advocacy to activism. For students to gain advocacy and activism skills, these must be in the curriculum 28,29,31,47. Learning activities that teach about the role of advocacy and activism include critical discourse on current events, writing letters to the local newspaper editors about issues, and attendance at political rallies 28…”

“…Furthermore, sources revealed that as RNs move to the role of educator, they can model foundational nursing ethics for students through their teaching practice. 8,23,25,30,31 Principle of Dignity Dignity is recognizing individual worth 19 and is central to the principle of relational practice found in critical and open pedagogy. Examples of relational practice integration included peer-to-peer collaborative practices 15,23,30,32 such as through service-learning opportunities involving partnering of nursing students from host and visiting countries, 32 formal peer editing, 23 resource sharing among classmates, 15,23 and informal networking of students using social platforms.…”

“…8,23,29,30,36 Principle of Patient Autonomy/Student Autonomy Collaborative student-educator relationships result in increased student voice and choice regarding assessment practices, expectations, learning outcomes, and learning resources. 23,29,30,36,37 These collaborations also remove traditional gatekeeping practices in HE 8,29,31 such as the need for a high grade point average to qualify for undergraduate research opportunities giving all interested students a chance to be researchers. 29 Such initiatives enable students to embrace their role as knowledge producers.…”

“…† A predominantly heteronormative white able-bodied female representation in nursing and nursing education can create an unsafe learning context and working environment for diverse students. 8,10,11,13,27,31,45 Racism is exhibited in many ways including educators perpetuation and reliance on westernized colonial frames of reference 10,45 and implicitly and explicitly enacting westernized superiority values. 13,26,32 The challenges of understanding and addressing racism and exclusionary practices result in nurse educators being uncomfortable with race-related discourse.…”