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ART Praxis: Evidence-Based Strategies for Antiracist Teaching in Nursing
Danica Sumpter1, Whitney Thurman, Michelle Wright
1About the Authors The authors are faculty at the University of Texas at Austin School of Nursing, Austin, Texas. Danica Sumpter, PhD, RN, CNE, is a clinical associate professor. Whitney Thurman, PhD, RN, is an assistant professor. Michelle Wright, PhD, RN, FAAN, is an assistant professor. Karen Johnson, PhD, RN, FSAHM, FAAN, is an associate professor. Danielle Duplechain, MSN, RN, is a graduate research assistant. Chris Abbyad, PhD, RN, WHNP, is a clinical associate professor. This research was support by a Josiah Macy Jr. Award to Dr. Sumpter. For more information, contact Dr. Sumpter at danica.sumpter@utexas.edu .
Aim:
This integrative review seeks to provide effective teaching and learning strategies for teaching about racism and advancing health equity.
Background:
Most faculty preparation remains devoid of an exploration of racism and the skills to critique how historical events and socialization create and reinforce the biases that influence how we teach and provide care. It is difficult to teach what we do not know.
Method:
Using Whittmore and Knafl's approach, we conducted an integrative review of multidisciplinary literature from 2009 to 2021 to uncover best practices for teaching about racism. Seven databases yielded 55 relevant articles from 18 disciplines.
Results:
Four themes emerged illuminating effective strategies for teaching and learning about systemic racism: encounter education, reflection, discussion, and activism.
Conclusion:
Findings of this review align with Mezirow's transformative learning theory and highlight the importance of not just "doing" antiracist activities in a course but "becoming" an antiracist educator.
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