Undergraduate nursing students' perceptions about creating culturally safe classrooms: Living the epistemology, ontology and pedagogy

Illuminating antiracist pedagogy in nursing education

“…The review of the literature revealed that although many scholars included in the nine results suggested antiracist pedagogy as one approach to addressing whiteness in nursing education (Bell, 2020; Garland & Batty, 2021; Garneau et al, 2018; Iheduru‐Anderson & Wahi, 2022; Koch, 2021; Moffitt & Durnford, 2021; Valderama‐Wallace & Apesoa‐Varano, 2020), very few provided direction about how they have implemented and applied antiracist pedagogy (Altman et al, 2021; Dancis & Coleman, 2021). Some scholars reported that because nurse educators operate from privileged positions, they lack the historical racial literacy required for social justice (Dancis & Coleman, 2021; Valderama‐Wallace & Apesoa‐Varano, 2020).…”

“…There is also a lack of agreement on what exactly to teach and how to teach antiracism. However, strategies have been suggested, such as the use of narratives (Ackerman‐Barger & Hummel, 2015; Taylor et al, 2008), simulation (Long, 2012; Ndiwane et al, 2014; Rutledge et al, 2008), immersion experiences (Edmonds, 2010), new course designs (Allen et al, 2013; Moffitt & Durnford, 2021; Mohammed et al, 2014), critical antidiscriminatory pedagogy (Garneau et al, 2018), and one‐off cultural competence, multicultural education, intercultural communication workshops, or antiracist training (Majda et al, 2021; O'Connor et al, 2019; Valderama‐Wallace & Apesoa‐Varano, 2020). Iheduru‐Anderson and Wahi (2022) cited several theoretical approaches to address racism, specifically ongoing norm‐critical skill‐building.…”

“…Afterward, the selected articles were narrowed down to articles that discussed the application of antiracist pedagogy in nursing education. Ultimately only nine articles were used (Altman et al, 2021; Bell, 2020; Dancis & Coleman, 2021; Garland & Batty, 2021; Garneau et al, 2018; Iheduru‐Anderson & Wahi, 2022; Koch, 2021; Moffitt & Durnford, 2021; Valderama‐Wallace & Apesoa‐Varano, 2020). The limited literature on antiracist pedagogy in nursing is not surprising.…”

The history of Sámi nursing education and the path toward regulations on a national guideline for Sámi nursing education in Norway

“…However, the team concluded that the message about the consequences of the Norwegianization policy was so important that it needed to be in a separate chapter and deserved to be placed there since it highlighted a very important point in the focus of the program. On this basis, we also realize that the new Chapter 3 could well have been included in the guideline for nursing education in general as well as in the Regulation on a National Guideline for Sámi Nursing Education 2021 (Kunnskapsdepartementet, 2021). This is because general nursing education in Norway needs to be decolonized so that all nursing students will have the same learning outcomes in terms of health challenges for Sámi in Norway, due to the assimilation policy and how historical trauma can impact the health of Sámi.…”

“…Subsequently, the programs are dependent on collaboration with external examiners who are fluent in both oral and written Sámi language. Multiple language options for examinations have been implemented so that students can exercise their right to use the mother tongue with which they will be most comfortable for exams, and to ensure their culture safety (Den Norske Regjeringen, 2014; Moffitt & Durnford, 2021; Norsk offentlig utredning, 2016; Sameloven,1987; Williams, 1999).…”