Making the invisible visible: Implementing an implicit bias activity in nursing education

Gatewood, Elizabeth J.; Broholm, Cindy; Herman, Jenna; Yingling, Charles

doi:10.1016/j.profnurs.2019.03.004

Cited by 32 publications

(39 citation statements)

References 17 publications

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“…Next, nursing students (N = 110) at four different institutions in the US took the IAT and then engaged in a faculty-facilitated discussion. 35 After the activity, both faculty and students gave positive feedback on the training, and a majority of the students reported that recognizing their implicit bias would be helpful in performing their duties. Also, some health professional programs for physicians use the IAT to raise awareness of racial implicit attitudes and stereotypes and their influence on health outcomes.…”

Section: ■ Discussionmentioning

confidence: 99%

“…Avant et al suggested that pharmacy programs should provide adequate self-awareness training in the curriculum and help students to challenge these unconscious attitudes and stereotypes. Next, nursing students ( N = 110) at four different institutions in the US took the IAT and then engaged in a faculty-facilitated discussion . After the activity, both faculty and students gave positive feedback on the training, and a majority of the students reported that recognizing their implicit bias would be helpful in performing their duties.…”

Section: Discussionmentioning

confidence: 99%

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Fostering Diversity and Inclusion and Understanding Implicit Bias in Undergraduate Chemical Education

Nakamura

2021

J. Chem. Educ.

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With changes in the nation's demographic profile, it is important to identify approaches to foster appreciation for diversity, equity, inclusion, and respect (DEIR) into undergraduate chemistry education. In order for science and engineering education to broaden and become inclusive, activities fostering an awareness of diversity and understanding implicit bias were incorporated into undergraduate chemistry courses as bonus point opportunities. The activities were voluntary, and time spent on them was outside the classroom. These activities are examples of high-impact educational practices, which have been shown to increase rates of student retention and engagement. In this article, student participants wrote reflective essays after either attending community engagement talks on topics describing elements of diversity and inclusion or completing an Implicit Association Test. The students' follow-up survey results were analyzed to gauge their responses to these experiences. The surveyed students' feedback suggests that activities associated with DEIR successfully promoted the importance of diversity and inclusion and have positive effects on their social awareness.

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Section: ■ Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Fostering Diversity and Inclusion and Understanding Implicit Bias in Undergraduate Chemical Education

Nakamura

2021

J. Chem. Educ.

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“…Strategies faculty members can used to increase awareness of equality, diversity and inclusion into disciplinary teaching There are multiple strategies that could be used to embed consideration of equality, diversity and inclusion into university curricula. For example, some instructors are now introducing implicit bias tests such as the Harvard Implicit Association Test (IAT) [39] into the curriculum, and asking students to reflect on their biases and assumptions [40][41][42][43]. This strategy has been adopted in several healthcare disciplines, but there are recent reports of similar strategies being used within STEM.…”

Section: Barriers To Improving Representation In University Level Ste...mentioning

confidence: 99%

I Am A Scientist: Overcoming implicit bias in STEM through explicit representations of diversity in lectures

Henri

Coates

Hubbard

2022

Preprint

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The lack of diversity in Science, Technology, Engineering and Mathematics (STEM) is a significant issue for the sector. Many organisations and educators have identified lack of representation of historically marginalised groups within teaching materials as a potential barrier to students feeling that a STEM career is something that they can aspire to. A key barrier to addressing the issue is providing accessible and effective evidence-based approaches for educators to implement. In this study, we explore the potential for adapting presentation slides within lectures to 'humanise' the scientists involved, presenting their full names and photographs alongside a Harvard style reference. We adopt a questionnaire based methodology, and survey 161 undergraduates and postgraduates at a UK civic university. We first establish that students project implicit biases onto a hypothetical reference, with over 50% of students assuming the scientist was male and Western. We then explore what students think of the 'humanised' slide design, concluding that most students see it as good pedagogical practice, with some students positively changing their perceptions about diversity in science. We were unable to compare responses by ethnicity, but find evidence that female and non-binary students are more likely to see this as good pedagogical practice, perhaps reflecting white male fragility in being exposed to initiatives designed to highlight diversity. We conclude that humanised powerpoint slides are a potentially effective tool to highlight diversity of scientists within existing research-led teaching, but highlight that this is only a small intervention that needs to sit alongside more substantive work to address the lack of diversity in STEM.

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“…Wherein they are described in the literature, the focus is mostly didactic, only providing frameworks and strategies to mitigate the effects of UB in nursing education and practice. 19–24 …”

Section: Introductionmentioning

confidence: 99%

Examining the Unconscious Racial Biases and Attitudes of Physicians, Nurses, and the Public: Implications for Future Health Care Education and Practice

Jones

2022

Health Equity

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Background: While studies have shown that unconscious bias (UB) is associated with racial health care disparities, its magnitude in the health care workforce has not been examined. Furthermore, there is an absence of studies examining the attitudes of health care workers toward UB, which may have implications for intervention effectiveness. This study aims to address these gaps to further understand the potential scope of impact of UB and interventions designed to address it on patient care. Methods: This study provides an analysis to understand the magnitude of UB among physicians and nurses and their attitudes. Comparisons are made to the public to infer the potential causes and influences of medical education and training on individuals' UB. Results: The health care workforce demonstrated a greater preference for whites than the public, nurses more so than physicians. UB was also shown to have significant geographic and professional variability. Nurses are more likely to agree that their UB is a reflection of the cultures they are exposed to unlike physicians who see their UB as an indication of individualistic or automatic thoughts toward people of another race. Conclusions: The UB of the health care workforce and their attitudes toward UB differ significantly from those of the general public. Current and future interventions aimed at reducing UB, to include education and policy changes, should consider these variations, especially when legislating mandates.

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Making the invisible visible: Implementing an implicit bias activity in nursing education

Cited by 32 publications

References 17 publications

Fostering Diversity and Inclusion and Understanding Implicit Bias in Undergraduate Chemical Education

Fostering Diversity and Inclusion and Understanding Implicit Bias in Undergraduate Chemical Education

I Am A Scientist: Overcoming implicit bias in STEM through explicit representations of diversity in lectures

Examining the Unconscious Racial Biases and Attitudes of Physicians, Nurses, and the Public: Implications for Future Health Care Education and Practice

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