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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Inclusive and Exclusive Language and Content in Open-Access Nursing Fundamentals Texts
Joanne Noone1, Angie Docherty, Willow Buswell
1About the Authors Joanne Noone, PhD, RN, CNE, ANEF, FAAN, is A. B. Youmans Spaulding distinguished professor and program director, Master's in Nursing Education Program, Oregon Health & Science University (OHSU), Portland, Oregon. Angie Docherty, NursD, MPH, RN, CNE, is associate professor and campus associate dean, OHSU School of Nursing, Monmouth, Oregon. Willow Buswell, MN, RN, LMT, is a registered nurse with the Multnomah County Health Department, Healthy Birth Initiative, Portland, Oregon. Julianna Joshua, MN, RN, CMSRN, recently graduated from the Master's of Nursing Education Program, OHSU School of Nursing, Portland, Oregon. Kelsie Peterson, MN, MS, BS, RN, is a lecturer, OHSU School of Nursing, Monmouth, Oregon. Marcos Sanchez, MN, RN, CEN, is a registered nurse in the Emergency Department, OHSU Hospital, Portland, Oregon. The authors acknowledge Eleonor Pusey-Reid, DNP, RN, MS, Med, for research training, generous collaboration, guidance, and support. For more information, contact Dr. Noone at noonej@ohsu.edu.
Aim:
This study used directed qualitative content analysis to analyze chapters from two open-access nursing fundamentals textbooks for inclusive and exclusive language.
Background:
Textbooks may reinforce implicit bias, subverting efforts to advance inclusive pedagogy.
Method:
Ten chapters were analyzed based on seven inclusive and exclusive codes derived from the literature. The two inclusive codes were inclusive/equity language and race-based prevalence with context. The five exclusive codes were normalizing whiteness in assessment, stigmatizing language/negative descriptors, race-based prevalence without context, cisgenderism, and othering.
Results:
Exclusive codes ( n = 281) were more prevalent than inclusive codes ( n = 165). Three codes were refined from the analysis. Race-based prevalence with and without context was expanded to disparity-based language with and without context. The inclusive/equity language code was refined to add imagery.
Conclusion:
We recommend evaluating learning resources to ensure they communicate the values and content important for student learning of safe, equitable nursing practice.
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