Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education

Day, Lisa; Beard, Kenya

doi:10.1016/j.profnurs.2019.01.002

Cited by 42 publications

(41 citation statements)

References 8 publications

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“…Only when one's self is separated from the idea of the normal, it is possible to deconstruct the Self/Other binary. Studies show that nurses tend to project their own culture, value and behaviours onto patients from other countries than their own (see, e.g., Day & Beard, 2019;Gower, Duggan, Dantas, & Boldy, 2019), which not only may contribute to noncompliance, unsafety and conflict, but suggests that within the profession, there is a lack of reflection about the relations between the superior self and the inferior other. Our analysis indicates that education needs to emphasise the development of students' self-reflexivity, teach them how to identify and meta-reflect on their own role in the construction of norms and encourage them not to shy away from what they find uncomfortable, such as power.…”

Section: Discussionmentioning

confidence: 99%

From political correctness to reflexivity: A norm‐critical perspective on nursing education

et al. 2020

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Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and asked to consider open survey questions targeting their views on norms and normality; 154 of them replied. After a discourse analytic approach to the data, we could see how the students constructed norms and normality as (a) instrumental instructions, consisting of easy‐to‐digest statements grounded in the profession's obvious moral and ethical values, (b) limiting and frustrating obstacles for personal freedom that were important to challenge, (c) rules to be obeyed for the stability of society and (d) a matter of reflection, with each individual being responsible for understanding differences in norms, perspectives and opinions. We conclude that nursing education would benefit from norm‐critical perspectives, problematising students' own positions to norms, power and privilege.

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Section: Discussionmentioning

confidence: 99%

From political correctness to reflexivity: A norm‐critical perspective on nursing education

et al. 2020

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“…"[To] decolonize the nursing profession" will require courage, intentional actions, and an appreciation of the history that set us on this path (Waite & Nardi, 2017, p. 18). Day and Beard (2019) provide nurse educators with a "culturally responsive teaching" framework to facilitate this change. For example, rather than learning about one "dominant" narrative, students are encouraged to share and learn about diverse cultural backgrounds, norms, and ways of thinking (Day & Beard, 2019).…”

Section: Fast Factsmentioning

confidence: 99%

“…Day and Beard (2019) provide nurse educators with a "culturally responsive teaching" framework to facilitate this change. For example, rather than learning about one "dominant" narrative, students are encouraged to share and learn about diverse cultural backgrounds, norms, and ways of thinking (Day & Beard, 2019). Similarly, Valderama-Wallace and Apesoa-Varano (2019) call on academic nursing programs to not only re-imagine how they address the critical issues of culture, health equity, and antioppression, but also how they invest in their diversity, equity, and inclusion initiatives.…”

Section: Fast Factsmentioning

confidence: 99%

Why It Is Important to Talk About Race and Racism

2022

Fast Facts About Diversity, Equity, and Inclusion in Nursing

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As Americans, we are adept at living in a state of contradiction. We live in a racialized society where yes, indeed, race matters. Race is the first thing we see when encountering another person. In fact, we immediately categorize people into racial groups. Yet, we have been socialized not to talk about race and were taught not to talk about race in polite conversation. Moreover, when we do talk about race, discomfort, defensiveness, and frustration often prevail, with comments surfacing such as: get over it, it happened 400 years ago, that's in the past, we had a Black president, I don't see color, or you are too sensitive, and the conversation shuts down. To eliminate health disparities and achieve health equity we must connect our past to our present and grow comfortable with conversations about race, racism, and racial justice. This chapter helps to move the dialogue from frightening, feared, difficult, and sensitive to necessary, meaningful, and productive. 1 2 Chapter 1 Why It Is Important to Talk About Race and RacismAfter reading this chapter, the reader will be able to:1. Discuss why it is so difficult to talk about race and racism 2. Explain necessary terms for engaging in conversations about race and racism 3. Describe the importance of discussing race, racism, and the nursing professionThe nursing profession, which has traditionally focused on culture, must begin paying attention to and discovering ways to dialogue about race, racism, and racial justice (Davis & O'Brien, 2020).Cultural competency has been used in nursing education and practice to address health disparities and promote health equity (Davis & O'Brien, 2020; Waite & Nardi, 2021). However, addressing health disparities and promoting health equity must start with an understanding of structural inequities and systems of oppression that started with the founding of our nation (Byrd & Clayton, 2001). Most nursing students and faculty have limited historical knowledge of the legacy of chattel slavery in America (Waite & Nardi, 2021). The right to enslave humans was integrated into the systems and structures of America, including government laws and policies, social interactions, housing, education, and health care (Hammond et al., 2019). Race and racism matter in nursing (Beard & Julion, 2016;Hassouneh, 2006). At the crux of change is understanding how these systems sustain the oppressive practices, stereotyping, health inequities, inferior education, and inadequate access to healthcare that persist today (Hammond et al., 2019). When talking about race and racism, we cannot disconnect the past from the present. We must acknowledge our history. Further, there is a language for talking about race and racism (Waite & Nardi, 2021). We must learn that language and feel comfortable using it. Nursing faculty and leaders cannot teach and practice what they do not know. (Waite & Nardi, 2017) Race and Racism VocabularyAntiracism: The active process of identifying and eliminating racism by changing systems, organizational structures, policies, practices,...

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“…Nursing educationalists should ensure that the subject area of LGBTI+ health is built upon and integrates existing theories and recognised models, including, gender theory, queer theory, social justice, human rights, public health and inequalities (Yanicki et al 2015;Taylor et al 2018). LGBTI+ curriculum content should enable nurses to provide care that is culturally competent and grounded within the concept of anti-discriminatory nursing practice (Day & Beard 2019).…”

Section: Lgbti+ Theorymentioning

confidence: 99%

The needs of LGBTI+ people within student nurse education programmes: A new conceptualisation

McCann

Brown²

2020

Nurse Education in Practice

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Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education

Cited by 42 publications

References 8 publications

From political correctness to reflexivity: A norm‐critical perspective on nursing education

From political correctness to reflexivity: A norm‐critical perspective on nursing education

Why It Is Important to Talk About Race and Racism

The needs of LGBTI+ people within student nurse education programmes: A new conceptualisation

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