Nursing, Social Justice, and Health Inequities

Velasco, Roque Anthony F; Reed, Sean M

doi:10.1097/ans.0000000000000445

Cited by 9 publications

(2 citation statements)

References 40 publications

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“…This raises the question: Why is it necessary for nursing education to raise the issues of social justice and health inequalities from an awareness level to a nursing practice level? Velasco and Reed (2023) point out that even if social justice is a fundamental component of nursing, sometimes it comes short of tackling health inequalities among vulnerable patients. It could be that the studied department had an understanding of the challenges that the healthcare sector has in providing equal healthcare and, therefore, took a new approach regarding educating nursing students on issues of health inequalities.…”

Section: Discussionmentioning

confidence: 99%

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

Castillo,

Tengelin,

Arveklev

et al. 2023

Nursing Inquiry

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Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus‐based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: “Intention to educate beyond nursing education,” “Educating in alliance with society,” and “The educative ambiguity of the Clinical Learning Centre.” The case study indicates that the incorporation of norm criticism into a campus‐based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus‐based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.

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Section: Discussionmentioning

confidence: 99%

When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment

Castillo,

Tengelin,

Arveklev

et al. 2023

Nursing Inquiry

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“…This review has arisen from the urgent need to understand the complexity of racism and the impact for nursing within westernised colonial systems with the intent of informing anti‐racist praxis. The term praxis , used throughout this review, refers to the critical consciousness and action that nurses require to work holistically and deliberately towards anti‐racist solutions (Velasco & Reed, 2023).…”

Section: The Reviewmentioning

confidence: 99%

An integrative review of racism in nursing to inform anti‐racist nursing praxis in Aotearoa New Zealand

Wiapo,

Adams,

Komene

et al. 2024

Journal of Clinical Nursing

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AimTo synthesise international literature to identify mechanisms that maintain racism in nursing and understand the factors that contribute to designing and implementing anti‐racist praxis to inform nursing in Aotearoa New Zealand.DesignAn integrative literature review was undertaken, integrating Indigenous Kaupapa Māori methodologies to ensure a cultural and philosophical lens.MethodsPeer‐reviewed literature published, between January 2011 and July 2023 were sourced. Of 1296 articles, 16 met the inclusion criteria and 4 were identified via citation chaining. In total, 20 articles were included. The Johns Hopkins Research Evidence Tool was applied, findings extracted, and thematic analysis completed utilising Indigenous Kaupapa Māori principles.Data SourcesDatabases, including CINAHL, Scopus, PubMed and Aus/NZ Reference Centre, were searched in July 2023.ResultsTwo key themes were identified: (1) colonial active resistance to change; and (2) transformational, visionary, and proactive nursing.ConclusionNurses are well‐positioned to confront the structures that maintain racism in health and education systems but are often actors in maintaining status quo. Anti‐racist praxis can be a mechanism for nurses to reimagine, redefine and transform nursing care, leadership, and nursing education to begin to eradicate racism.Reporting MethodThis integrative review adhered to the 2020 Preferred Reporting for Systematic Reviews and Meta‐Analyses (PRISMA) method.Patient or Public ContributionNo patient or public contribution.Implications for the ProfessionRacism remains prevalent in nursing and the healthcare system. It is necessary to implement anti‐racist praxis and policies that resist, deconstruct, and dismantle power and racism while validating Indigenous values, beliefs and practices. This is vital to deliver equitable health care.ImpactThis integrative review presents lived realities and knowledge of Indigenous and racially minoritised nurses and scholars, alongside nursing allies to inform anti‐racist praxis. This evidence signifies that it is time to walk the walk to challenge the colonising systems and processes that hold racism in place.

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