Addressing Positionality Within Case-Based Learning to Mitigate Systemic Racism in Health Care

Altman, Molly R.; Kantrowitz‐Gordon, Ira; Moise, Elba; Malcolm, Katie; Vidaković, Milan; Barrington, Wendy E.; O’Connor, M. Rebecca; Castro, A. B. de

doi:10.1097/nne.0000000000000937

Cited by 16 publications

(24 citation statements)

References 31 publications

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“…Without thoroughly examining their positionality and the impact on their students through their teaching, it may be difficult for them to acknowledge and begin to challenge systems of power that perpetuate oppressive and discriminatory nursing education (Altman et al, 2021). Garneau et al (2018) and Koch (2021) proposed that nurse educators engage in critical self-reflection about the views and doctrines that guide their teaching methods which may propagate social inequities.…”

Section: Resultsmentioning

confidence: 99%

“…Garneau et al (2018) and Koch (2021) proposed that nurse educators engage in critical self-reflection about the views and doctrines that guide their teaching methods which may propagate social inequities. Altman et al (2021) Hassouneh, 2006;. Implementing antiracist pedagogy does not require a complete program curriculum overhaul; therefore, nurse educators should expand their knowledge and skills through professional development activities to apply antioppressive teaching methods (Garland & Batty, 2021).…”

Section: Resultsmentioning

confidence: 99%

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Illuminating antiracist pedagogy in nursing education

Iheduru-Anderson

Waite

2022

Nursing Inquiry

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In the profession of nursing, whiteness continues to be deeply rooted because of the uncritical recognition of the white racial domination evident within the ranks of nursing leadership. White privilege is exerted in its ascendency and policymaking within the nursing discipline and in the Eurocentric agenda that commands nursing pedagogy. While attention to antiracism has recently increased, antiracism pedagogy in nursing education is nascent. Pedagogical approaches in the nursing profession are essential. Because it encompasses the strategies used to transmit the science in how nurses practice and teach, which has predominantly been informed using a Eurocentric lens. This paper presents a literature review on antiracist pedagogy in nursing education, discussing how nurse educators can integrate antiracism pedagogy in nursing education, highlighting examples presented by the authors. Key terms related to antiracism are reviewed. The resultant themes from the literature review include resistance to antiracist pedagogy, managing emotional responses, and supporting transformative learning using an antiracist approach. The primary implementation of Eurocentric pedagogical approaches whiteness pervasive in nursing education must be uprooted. Antiracist and other antioppressive learning approaches must be embraced to understand the insidiousness of racial inequities and its power in sustaining structural oppression in nursing academia.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Illuminating antiracist pedagogy in nursing education

Iheduru-Anderson

Waite

2022

Nursing Inquiry

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“…This process is then used to propose varying approaches to address different aspects of the problem. Applied in an LHS equity context, this can encourage recognition that there is no one solution to a problem and facilitates the consideration of a range of stakeholders in the development of varying solutions as are appropriate 44,45 EVALUATE the commitment to health equity in LHS research through top‐down and bottom‐up program evaluation.…”

Section: Path Forward and Recommendationsmentioning

confidence: 99%

“…Applied in an LHS equity context, this can encourage recognition that there is no one solution to a problem and facilitates the consideration of a range of stakeholders in the development of varying solutions as are appropriate. 44 , 45 EVALUATE the commitment to health equity in LHS research through top‐down and bottom‐up program evaluation. LHS scholars, training programs, and funders should hold themselves accountable to their commitment to health equity.…”

Section: Path Forward and Recommendationsmentioning

confidence: 99%

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A call to integrate health equity into learning health system research training

Coley

Duan

Hoopes

et al. 2022

Learning Health Systems

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In 2016, the Agency for Healthcare Research and Quality (AHRQ) recommended seven domains for training and mentoring researchers in learning health systems (LHS) science. Health equity was not included as a competency domain. This commentary from scholars in the Consortium for Applied Training to Advance the Learning health system with Scholars/Trainees (CATALyST) K12 program recommends that competency domains be extended to reflect growing demands for evidence on health inequities and interventions to alleviate them. We present real‐life case studies from scholars in an LHS research training program that illustrate facilitators, challenges, and potential solutions at the program, funder, and research community‐level to receiving training and mentorship in health equity‐focused LHS science. We recommend actions in four areas for LHS research training programs: (a) integrate health equity throughout the current LHS domains; (b) develop training and mentoring in health equity; (c) establish program evaluation standards for consideration of health equity; and (d) bring forth relevant, extant expertise from the areas of health disparities research, community‐based participatory research, and community‐engaged health services research. We emphasize that LHS research must acknowledge and build on the substantial existing contributions, mainly by scholars of color, in the health equity field.

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