Inclusivity in Baccalaureate Nursing Education: A Scoping Study.
Baccalaureate
Belongingness
Inclusivity
Nursing education
Undergraduate
Journal
Journal of professional nursing : official journal of the American Association of Colleges of Nursing
ISSN: 1532-8481
Titre abrégé: J Prof Nurs
Pays: United States
ID NLM: 8511298
Informations de publication
Date de publication:
Historique:
received:
20
12
2018
revised:
20
05
2019
accepted:
03
06
2019
entrez:
12
2
2020
pubmed:
12
2
2020
medline:
21
10
2020
Statut:
ppublish
Résumé
Inclusivity, the intentional incorporation of practices that foster a sense of belonging by promoting meaningful interactions among persons and groups representing different traits, perceptions and experiences, is a prerequisite for excellence in nursing education. Nevertheless, many faculty struggle to create an inclusive learning experience for baccalaureate nursing students. The purpose of this scoping study was to explore and summarize the extant literature on inclusivity, identify evidence-based strategies to promote inclusivity, and provide directions for further research on inclusivity in baccalaureate nursing education. Thirty studies, conducted in English-speaking countries, from 2001 through 2016, were included in the final analysis. Results from the mostly descriptive studies were organized into 3 themes. 1) Nursing students from underrepresented minority groups experience discrimination from peers, faculty, and clinicians in the classroom, the clinical setting and/or the larger institution. 2) The cumulative effect of discrimination is a lack of belongingness, which is associated with adverse outcomes. 3) All aspects of the undergraduate nursing students' learning community act as facilitators or barriers to inclusivity or a sense of belongingness. This study provided a deeper understanding of underrepresented minority nursing students' experiences and perspectives related to inclusivity. This, in turn, can inform future action.
Sections du résumé
BACKGROUND
BACKGROUND
Inclusivity, the intentional incorporation of practices that foster a sense of belonging by promoting meaningful interactions among persons and groups representing different traits, perceptions and experiences, is a prerequisite for excellence in nursing education. Nevertheless, many faculty struggle to create an inclusive learning experience for baccalaureate nursing students.
PURPOSE
OBJECTIVE
The purpose of this scoping study was to explore and summarize the extant literature on inclusivity, identify evidence-based strategies to promote inclusivity, and provide directions for further research on inclusivity in baccalaureate nursing education.
RESULTS
RESULTS
Thirty studies, conducted in English-speaking countries, from 2001 through 2016, were included in the final analysis. Results from the mostly descriptive studies were organized into 3 themes. 1) Nursing students from underrepresented minority groups experience discrimination from peers, faculty, and clinicians in the classroom, the clinical setting and/or the larger institution. 2) The cumulative effect of discrimination is a lack of belongingness, which is associated with adverse outcomes. 3) All aspects of the undergraduate nursing students' learning community act as facilitators or barriers to inclusivity or a sense of belongingness.
CONCLUSIONS
CONCLUSIONS
This study provided a deeper understanding of underrepresented minority nursing students' experiences and perspectives related to inclusivity. This, in turn, can inform future action.
Identifiants
pubmed: 32044053
pii: S8755-7223(19)30084-5
doi: 10.1016/j.profnurs.2019.06.002
pii:
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
5-14Informations de copyright
Copyright © 2019. Published by Elsevier Inc.