Difficult dialogues: impact on nursing education curricula

Area of Science:

• Nursing Education
• Sociology in Medicine
• Higher Education Pedagogy

Background:

• Societal emphasis on race, class, ethnicity, and gender sensitivity is increasing.
• Debates in higher education question the inclusivity of current curricula regarding ethnic and cultural perspectives.
• The National League of Nursing (NLN) advocates for innovative nursing curricula promoting egalitarian relationships, diverse social values, and inclusion of at-risk populations.

Purpose of the Study:

• To share faculty experiences in facilitating a "difficult dialogue" within a doctoral nursing education course.
• To explore the challenges and outcomes of incorporating diverse racial and gendered experiences into academic discourse.

Main Methods:

• Qualitative exploration of a "difficult dialogue" facilitated by two faculty members in a doctoral nursing course.
• Focus on the experiences of white students/faculty and students/faculty of color engaging with diverse lived experiences of discrimination and oppression.

Main Results:

• Difficult dialogues, while initially causing discomfort and uneasiness, resulted in a constructive and powerful learning experience.
• Willingness of Black students and faculty to share experiences of discrimination was met by a willingness of white students and faculty to listen.
• This reciprocal sharing and listening was identified as a prime example of effective education.

Conclusions:

• Facilitating difficult dialogues is crucial for developing inclusive nursing curricula that address diverse racial and gendered perspectives.
• Despite potential discomfort, these dialogues are essential for fostering empathy, understanding, and transformative learning in higher education.
• The open exchange of lived experiences, particularly regarding oppression and discrimination, represents education at its best.