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Queering the Classroom: Teaching Nurses Against Oppression.

Caitlin M Nye, Jess Dillard-Wright

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    Summary
    This summary is machine-generated.

    Nurse educators can prevent harm and othering by using a norm-critical, queer approach. This method interrogates power structures in nursing education to dismantle oppression and promote inclusive practices.

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    Area of Science:

    • Nursing Education
    • Social Justice in Healthcare
    • Queer Theory

    Background:

    • Teaching about oppression in nursing risks perpetuating harm and othering.
    • Unintentional replication of harm affects nursing students and patients.
    • Addressing oppression requires understanding interlocking systems of domination.

    Purpose of the Study:

    • To present a norm-critical educational approach for nursing.
    • To interrogate power structures and praxes in nursing education using queer theory.
    • To define key concepts: norm-criticism, norms, power, othering, and queerness.

    Main Methods:

    • Defining core theoretical terms: norm-criticism, norms, power, othering, queerness.
    • Discussing the significance of norm-critical, queer perspectives in nursing education.
    • Applying these concepts to practical case scenarios in nursing education.

    Main Results:

    • A queer perspective highlights the interconnectedness of norms, power, and othering in nursing education.
    • Familiar nursing education practices reveal the co-construction of these elements.

    Conclusions:

    • This work is a call to action for nursing educators to engage in critical reflexivity.
    • A queered lens can dismantle oppression in nursing practice and education.
    • Promoting inclusive and equitable nursing education is essential.