Creating a Safe Space: Engaging Graduate Nursing Students in Meaningful Discourse About Racism

Area of Science:

• Nursing Education
• Ethics in Nursing
• Health Equity

Background:

• Addressing implicit bias and racism in graduate nursing education faces policy challenges.
• National accrediting bodies mandate these crucial topics in doctoral curricula.
• Creating safe learning environments is key for discussing sensitive topics like racism.

Purpose of the Study:

• To revise a doctoral ethics course to integrate implicit bias and racism education.
• To foster meaningful discourse on sensitive topics within nursing education.

Main Methods:

• Curricular revision integrating implicit bias and racism into a doctoral ethics course.
• Utilizing Mezirow's Transformative Learning Theory and Kitchenham's framework.
• Incorporating instrumental learning, dialogic learning, and self-reflection.

Main Results:

• Student evaluations indicated increased awareness of implicit bias and racism.
• Students recognized the impact of bias and racism on minoritized populations.
• The curriculum revision successfully enhanced students' understanding of these issues.

Conclusions:

• The intentional approach fostered student appreciation for diverse worldviews.
• Transcultural nursing skills were enhanced through addressing implicit bias and racism.
• This educational strategy is vital for preparing nurses for an increasingly diverse society.