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Using Learning Outcome Measures to assess Doctoral Nursing Education

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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 .

Nursing Education Perspectives

|June 4, 2025

Summary

This summary is machine-generated.

Racial microaggressions negatively impact nursing students of color, affecting their academic integration and sense of belonging. Nurse educators must address these experiences to improve student persistence and graduation rates.

Keywords:

Academic Integration Attrition Nursing Education Persistence Sense of Belonging

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Area of Science:

Nursing Education
Social Determinants of Health
Qualitative Research

Background:

Baccalaureate students of color face higher attrition rates in the U.S. compared to White students.
Racial microaggressions, which convey discriminatory messages, contribute to feelings of exclusion among marginalized students.

Purpose of the Study:

To explore how baccalaureate nursing students of color perceive the impact of racial microaggressions.
To understand the effects on academic integration, sense of belonging, and persistence to graduation.

Main Methods:

Qualitative descriptive study utilizing semistructured interviews.
Data analysis guided by Braun and Clarke's thematic analysis.
Grounded in Tinto's institutional departure model.

Main Results:

All 15 participants experienced or witnessed racial microaggressions during their nursing studies.
Microaggressions were most frequently encountered in clinical settings, often perpetrated by patients.
Key themes identified include the prevalence of microaggressions, the burden they impose, and student-proposed solutions.

Conclusions:

Racial microaggressions result in nursing students feeling unsafe, unheard, and experiencing rumination.
Nurse educators are urged to validate students' lived experiences with microaggressions.
Intervention strategies led by nurse educators are crucial for supporting students of color.