Related Experiment Video
Updated: Sep 19, 2025
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Exploring Racial Microaggressions in Baccalaureate Nursing Education: A Qualitative Descriptive Study
Karen L Hunt1, Monika Schuler, Maryellen Brisbois
1About the Authors Karen L. Hunt, PhD, RN, RD, CNE, is assistant professor, School of Nursing, MGH Institute of Health Professions, Boston, Massachusetts. Monika Schuler, PhD, FNP-BC, CNE, is associate professor, College of Nursing and Health Sciences, University of Massachusetts Dartmouth. Maryellen Brisbois, PhD, RN, PHCNS-BC, is associate professor, College of Nursing and Health Sciences, University of Massachusetts Dartmouth. Susan Sullivan-Bolyai, DNSc, CNS, RN, FAAN, is professor emerita, Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, Worcester, Massachusetts. The authors acknowledge Eleonor Pusey-Reid, DNP, RN, MS, Med, for guidance and support. For more information, contact Dr. Hunt at klhunt@mghihp.edu .
Aim:
The purpose of this study was to examine how baccalaureate nursing students who identify as persons of color perceive the impact of racial microaggressions on academic integration, sense of belonging, and persistence to graduation.
Background:
In the United States, baccalaureate students with historically marginalized racial or ethnic identities experience higher attrition than White students. Racial microaggressions convey discriminatory messages and promote exclusion.
Method:
Undergirded by Tinto's institutional departure model, a qualitative descriptive study was conducted using semistructured interviews. Data were analyzed using Braun and Clarke's thematic analysis.
Results:
All participants ( n = 15) experienced and/or witnessed racial microaggressions as nursing students, most commonly in the clinical setting by patients. Three themes emerged: microaggressions are common, burden of microaggressions, and desired solutions.
Conclusion:
Experiencing racial microaggressions leaves students feeling unsafe, unheard, and ruminative. Nurse educators should validate students' experienced reality and lead efforts for intervention.
More Related Videos
14:43A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting
Published on: January 12, 2018
13:44Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Related Concept Videos
01:27Nursing Ethical Principles II
Consider the following scenario, which illustrates how these principles are applied in the care of Mr. John, a fifty-year-old teacher diagnosed with metastatic liver cancer.
Initially, Mr. John's...
01:30National Nursing Organizations II
The AACN emphasizes a healthy work environment through six standards to achieve an optimal patient outcome. The standards are appropriate staffing, meaningful recognition, collaboration, authentic leadership, effective communication, and decision-making. In addition, AACN provides certification programs, webinars, journals, and...
01:30Theoretical Foundations of Nursing Practice
Theories provide a perspective to assess patients' conditions and organize data and methods. They also assist in analyzing and interpreting information. They represent a...
01:29Aims Of Nursing
01:15Nursing Evaluation
01:30Current Trends in Nursing II