Anti-racist innovation and nurse education

Cortis, J. D.; Law, Ian

doi:10.1016/j.nedt.2005.01.008

Cited by 25 publications

(28 citation statements)

References 4 publications

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“…In the current study, students’ narratives revealed some evidence of overt racism. Racism is a socially constructed phenomenon that subscribes to the ideology of ‘whiteness’ being a dominant and favourable characteristic and where Others are devalued (Hagey and MacKay 2000; Cortis and Law 2005). This type of othering has the potential to set aside certain students from ‘normal’ culture and further fragment them from their already oppressed and marginalised student group.…”

Section: Discussionmentioning

confidence: 99%

Struggling for legitimacy: nursing students’ stories of organisational aggression, resilience and resistance

et al. 2011

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JACKSON D, HUTCHINSON M, EVERETT B, MANNIX J, PETERS K, WEAVER R and SALAMONSON Y. Nursing Inquiry 2011; 18: 102–110 Struggling for legitimacy: nursing students’ stories of organisational aggression, resilience and resistance There is a considerable body of literature scrutinising and theorising negative and hostile behaviour such as violence and interpersonal conflict in the nursing workplace. However, relatively little empirical work has examined the experiences of undergraduate nursing students in the context of negative workplace cultures, and even fewer studies have explored how students develop and enact strategies to counter hostile behaviours in the clinical workplace. Based on qualitative analysis of open‐ended survey questions, this study explored undergraduate students’ experiences of negative behaviours in the clinical environment to identify strategies used to manage and resist such behaviours. While dominant individuals in the clinical environment sought to enforce and uphold their version of legitimacy – one where students were relegated to complete subordination – the tenacity and resourcefulness of students was evident in their attempts to counter this oppression with acts of resistance. Our findings provide new and valuable insights into organisational aggression and acts of resistance in the nursing workplace. The resistance offered by these students draws attention to the struggles for legitimacy within institutions. In drawing attention to organisational aggression as a mechanism by which students are ‘othered’ through pejorative behaviour, homogenisation, and de‐authentication, and the dynamics of resistance offered by these student nurses, we provide an alternative explanation of nursing socialisation.

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Section: Discussionmentioning

confidence: 99%

Struggling for legitimacy: nursing students’ stories of organisational aggression, resilience and resistance

et al. 2011

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“…What are the challenges in responding to the needs? There is excellent nursing literature available in this area (Nairn et al 2004;Cortis and Law 2005;Amaro, Abriam-Yago and Voder 2006;Newcomb, Cagle and Walker 2006;Anderson, Calvillo and Fongwa 2007;De Leon Siantz and Meleis 2007;Lipson and DeSantis 2007;Hunter 2008;Calvillo et al 2009). Our intent in this class is to generate discussion on how our curricula and our teaching can enhance student learning about the complex issues related to provision of high quality care to immigrant clients, patients, families, and populations.…”

Section: Educational Imperatives In the Health And Related Disciplinesmentioning

confidence: 99%

Fostering excellence: development of a course to prepare graduate students for research on migration and health

et al. 2012

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Canada is an immigrant-receiving nation and many graduate students in nursing and other disciplines pursue immigrant health research. As these students often start with inadequate understanding of the policy, theoretical, and research contexts in which their work should be situated, we became concerned that the theses and dissertations were less sophisticated than were both possible and desirable. This led to development of a PhD-level course titled Migration and Health in the Canadian Context. In this study, we provide an analytic overview including course description, objectives, assignments, and specific class topics. Areas of focus include historical and theoretical considerations; determinants of immigrant health; refugee health; cultural competence and cultural safety; research challenges, approaches, and skills; policy-relevant research; and educational imperatives in the health and related disciplines. Salient research is introduced in each of these classes. While Canada is the main focus, comparative data are provided and there is relevance for nurse-researchers in other immigrant-receiving countries.

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“…Yet we know that it has major health consequences (Harris et al ., ). Race is a social construct that describes relationships between groups on the basis of observable characteristics, such as skin tone, facial features, and hair (Barbee, , p. 194); however, we also know that people cannot be easily organized into biologically‐distinctive groups, and it is more helpful to talk about ethnicity and culture (Cortisa & Law, ).…”

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confidence: 99%

“…Other strategies that we as educators and mentors can use are to create caring and accepting environments and be curious about other cultures (Green & Dogbey, ), and include culture and diversity in undergraduate curricula (Allen, ). Culture as a concept needs to be integrated throughout undergraduate curricula (Cortisa & Law, ) to enable health professionals to provide culturally‐congruent care, which means not treating everyone the same, but equally.…”

mentioning

confidence: 99%

“…Tackling someone who makes an offensive comment requires skills in assertive communication, something at which nurses are notoriously bad. Thompson (2003, in Cortisa & Law, , p. 21) says that nursing education needs to equip students with the skills to challenge racism in an “elegant” way; that is, “tactful, timely, and avoids cornering people, is not punitive, allows them to save face, and is in a genuine spirit of compassion and commitment to social justice”. It is very unlikely that these skill sets will be mastered by talking about the issues alone; students need the practical elements of cross‐cultural nursing, such as interviewing skills (Allen et al ., ).…”

mentioning

confidence: 99%

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