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• W2431736 abstract "Healthcare in the United States is not meeting the needs of its citizens. Inequality based on race and economics has been well documented in recent years. Nurses have the power to positively influence healthcare inequities and change the landscape of today’s healthcare system. Nursing education programs can be a catalyst for this change. Through the creation of supportive practices, nursing education programs can be instrumental in helping future nurses increase their awareness and understanding of culture, race, and social justice in healthcare. INCLUSIVITY AND SOCIAL JUSTICE 6 According to the United States Bureau of Labor and Statistics registered nurses constitute the largest health care occupation with 2.6 million registered nurses practicing nationwide (2011). Our position as the largest group of direct patient caregivers gives nurses a tremendous opportunity and professional responsibility to influence the nation’s health (Smith, 2007). National reports have repeatedly documented healthcare disparities in the United States, and underscored the urgent need for action to correct the deficiencies in care received by racial minorities and individuals living in poverty (Agency for Healthcare Research and Quality [AHRQ], 2009). Gloria Smith said it well when she said, “health disparities produce avoidable suffering, lost productivity, and discarded human resources” (2007). Ultimately, nurses must step forward to serve as patient advocates and change agents in creating health care equality. (Giddings, 2005, Johnstone, 2006). Nurse educators are at the forefront of ushering in this professional change. It is not enough for us to educate students to carry out the knowledge and professional abilities of nursing (Clark & Robinson, 1999). We must educate students to become nurses in the context of a healthcare system that does not adequately address the needs of the entire population (AHRQ, 2009). Educators must be leaders in helping students understand the nature of these inequities and their role, as nurses, in facilitating change and dismantling systems and practices that support bias (Vickers, 2008). If we continue to tolerate the belief that everyone is “equal” in terms of healthcare opportunity and resources, we will continue to support the existing system of prejudice and inequality. The issues of racial disparity plaguing the healthcare system are also present in higher education (Slaughter, 2009). This means nurse educators are in the challenging position of needing to develop effective ways to educate students to be unbiased practitioners, INCLUSIVITY AND SOCIAL JUSTICE 7 while at the same time working to dismantle inequities that exist in the nursing education system. This is challenging, and yet our ability to successfully re-vision ourselves and create inclusive learning and nursing programs will impact patients. Educational environments, particularly higher education, are an ideal place to address issues of social justice and bias (hooks, 2003; Lee, 2005; Nunan, George & McCausland, 2000). Institutions of higher learning bring students together in a shared space with the goal of increasing their knowledge in a chosen field of study. The convergence of humanity in an environment dedicated to knowledge and enlightenment creates opportunities to share ideas, life experience and viewpoints that are rarely encountered outside of an educational setting. Nursing programs can use this intersection as a backdrop for introducing students to the value of exploring and honoring diverse life perspectives with the goal of guiding students beyond the confines of their current thinking. In order to deliver effective, responsible care nurses must possess the cultural selfawareness and competence necessary to provide non-discriminative and socially just care (Abrums & Leppa, 2001). Nurses must also learn to widen the focus of their attention around culture to include a critical look at themselves and the programs and institutions that perpetuate unequal care in today’s healthcare system. Social justice oriented approaches in education call for an educator to consciously guide students toward critical self-reflection regarding their place in the structure of socially and historically constructed unequal relationships around race, class, gender, sexual orientation and ability. Social justice literacy specifically speaks to a student’s ability to recognize these inequalities and challenge their existence and learn how to be advocates for justice on behalf of oppressed and marginalized people (Cochran-Smith, 2004). INCLUSIVITY AND SOCIAL JUSTICE 8 Educators nationally have worked diligently to develop curriculum and teaching strategies directed towards increasing cultural and social justice awareness in nursing education. Unfortunately, the committed effort of a small group of faculty alone is rarely enough to support the successful integration of social justice and culture based curriculum in a nursing program. It takes an infrastructure of support, inside and outside the classroom, to create the lasting change needed to transform thinking and practice, and dismantle the bias that perpetuate healthcare disparities. This paper synthesizes and interprets current literature in an attempt to identify and discuss program attributes that successfully support inclusive nursing education and practice." @default.
• W2431736 created "2016-06-24" @default.
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• W2431736 date "2011-01-01" @default.
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• W2431736 title "Supporting Inclusivity and Social Justice Literacy in Nursing Education Programs" @default.
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