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Redressing discrimination in Canadian nursing programs: Student perspectives.

Ingrid Handlovsky1, Allie Slemon1, Shivinder Dhari2

  • 1School of Nursing, University of Victoria, 3800 Finnerty Road, Victoria, BC V8P 5C2, Canada; Institute on Aging & Lifelong Health, University of Victoria, 3800 Finnerty Road, Victoria, BC V8P 5C2, Canada.

Nurse Education in Practice
|September 13, 2024
PubMed
Summary
This summary is machine-generated.

Nursing students recommend curriculum changes, structural reforms, and support systems to combat discrimination in their programs. These strategies aim to enhance equity and create a more inclusive educational environment for all nursing students.

Keywords:
DiscriminationInterpretive descrpitionNursing educationNursing studentsThematic analysis

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Area of Science:

  • Nursing Education
  • Social Justice in Healthcare
  • Equity in Higher Education

Background:

  • Nursing's foundation in social justice is challenged by documented discrimination against students based on race, sexual identity, gender identity, ability, and mental health.
  • A significant gap exists in understanding how to address discrimination within nursing programs from the students' viewpoint.

Purpose of the Study:

  • To identify actionable strategies recommended by nursing students for responding to and redressing discrimination encountered in their academic programs.

Main Methods:

  • Qualitative interviews were conducted with 20 undergraduate and graduate nursing students from two Western Canadian institutions via Zoom.
  • Thematic analysis combined with interpretive description was employed to identify key themes related to student experiences and recommendations.

Main Results:

  • Three primary themes emerged: (1) strategies targeting educators and curriculum, (2) interventions at the structural level of the institution, and (3) methods for supporting students who have experienced discrimination.

Conclusions:

  • Systematic updates to curricula and enhanced educator training are crucial for addressing discrimination in both classroom and clinical settings.
  • Integrating equity-focused processes into higher-level nursing standards of practice is essential for systemic change.
  • Establishing clear reporting mechanisms is vital for supporting students affected by discrimination, with further research needed to drive meaningful improvements.