Equity, Diversity and Inclusion in Nursing Educational Institutions: A Scoping Review

Area of Science:

• Nursing Education
• Health Equity
• Diversity and Inclusion Studies

Background:

• Equity, Diversity, and Inclusion (EDI) are critical for nursing education institutions (NEIs).
• Understanding the current landscape of EDI principles and practices within NEIs is essential for advancing the nursing profession.
• Existing literature provides insights into facilitators, barriers, and gaps in EDI implementation.

Purpose of the Study:

• To synthesize current evidence on the nature and principles of Equity, Diversity, and Inclusion (EDI) within Nursing Education Institutions (NEIs).
• To identify facilitators, barriers, challenges, and gaps related to EDI in the context of nursing education.
• To inform policy and practice changes for successful EDI implementation in NEIs.

Main Methods:

• A systematic scoping review was conducted adhering to the PRISMA-ScR checklist.
• Searches were performed across five databases (CINAHL, Medline, Scopus, ERIC, Educational Research Complete) and websites of Canadian NEIs.
• Data were analyzed using the Diversio Diversity and Inclusion Survey (DDIS) framework and content analysis.

Main Results:

• Eighty-eight studies (90 papers) published between 1999 and 2025 were included.
• The review identified key facilitators, barriers, and gaps in EDI implementation within NEIs.
• The DDIS framework illustrated the presence and need for diversity, inclusion, equal opportunity, and fairness across various aspects of nursing education.

Conclusions:

• The literature on EDI in NEIs is diverse, offering numerous facilitators, barriers, and gaps.
• Further research is needed to refine the definition of EDI in nursing academia and develop specific implementation strategies.
• This review provides data to support policy and practice changes, promoting EDI within NEIs.