“There comes a time when silence is betrayal”: Racism and nursing

Stone, Teresa Elizabeth; Ajayi, Comfort

doi:10.1111/nhs.12100

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…When these terms are then used interchangeably or seem to drift from the anchor of their (supposedly self‐evident) meanings, the authorial message becomes confused. This is exemplified when authors call for the ‘dismantling’ of structural racism but go on to discuss the dismantling mechanisms as: developing communication skills (‘tackling someone who makes an offensive comment requires skills in assertive communication’, Stone & Ajayi, 2013, p. 408); reflecting upon the nurse‐patient interaction (‘The most accessible locus at which we might have an impact on racial health disparities from a nursing perspective is to examine the care encounter for evidence of racial microaggression’; Hall & Fields, 2012, p. 36); or white nurses, privately, reckoning with their privilege (‘my thoughts have been predominated by and worried about the need to carry out an initial self assessment of my implicit racism’; Wolf, 2021, p. 1). In these solutions, individual‐level change is presented as disruptive to the structure.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Attending to our conceptualisations of race and racism in the pursuit of antiracism: A critical interpretative synthesis of the nursing literature

Collier‐Sewell

2022

Nursing Inquiry

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Race and racism are matters of urgent concern for the international nursing community. Recent global events have presented the discipline with an opportunity to generate and sustain long overdue discussions. However, with this opportunity comes a need to consciously attend to what we mean by race and racism, especially in the context of the nursing literature. Indeed, the development of antiracism depends on how we conceptualise race and racism; it is these conceptualisations that actively shape the scope and priorities of antiracist organising and action. The aim of this critical interpretative synthesis (CIS) is to examine conceptualisations of race and racism in the nursing literature by drawing on contemporary race scholarship. The synthesis of diverse literature is enabled through the explorative and expansive process of the CIS method. This review generates three synthesising arguments-a problem 'of' not 'for'; conceptual inconsistencies and drift; and reliance on the lens of experience-that both critique and contribute to the nursing literature. In the pursuit of antiracism, this article urges us to pay close attention to our conceptualisations of race and racism by illuminating the pitfalls that occur when our conceptualisations are inconsistent, contradictory, or simply neglected.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Attending to our conceptualisations of race and racism in the pursuit of antiracism: A critical interpretative synthesis of the nursing literature

Collier‐Sewell

2022

Nursing Inquiry

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“…Scholars have called upon nursing to reckon with various forms of oppression and to move away from the hidden curriculum of institutionalized silence, racism, ableism, sexism, heteronormativity, Islamophobia, homophobia, and transphobia (Barbee, 1993; Bosse, Nesteby, & Randall, 2015; Carabez et al, 2015; Engelman, Valderama‐Wallace, & Nouredini, 2019; Giroux & Penna, 1979; Hafferty, 1998; Hall & Fields, 2012; Hassouneh & Lutz, 2013; Lutz, Hassouneh, Akeroyd, & Beckett, 2013; Kolade, 2016; Markey & Tilki, 2007; Scott, Bray, Asiodu, & McLemore, 2018; Stone & Ajayi, 2013). These are overshadowed by lines of inquiry that focus on individual behavior, acute care, symptom management, and the protection of the profession.…”

Section: Discussionmentioning

confidence: 99%

‘The Problem of the Color Line’: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs

Valderama‐Wallace

Apesoa-Varano

2020

Nursing Inquiry

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Social justice is put forth as a core professional nursing value, although conceptualizations within foundational documents and among nurse educators remain inconsistent and contradictory. The purpose of this study was to explore how faculty teach social justice in theory courses in Baccalaureate programs. This qualitative study utilized constructivist grounded theory methods to examine processes informing participants' teaching. Participants utilize four overarching approaches: fostering engaging classroom climates, utilizing various naming strategies, framing diversity and culture as social justice, and role modeling a critical stance. They deploy specific strategies, varying largely by race, educational background, and nursing specialty. A background in social sciences supports pedagogy that interrogates health inequities rather than merely raising awareness about disparities. Findings also reveal that faculty of color navigate institutional structures predicated upon colorblind racism and problematic views of culture, which many white faculty teaching non‐Community Health Nursing courses described doing. To enact social justice and be answerable to our communities, concerted anti‐oppression efforts are needed across education, research, practice, and policy. This includes sustained commitment to address colonialism and whiteness in every institution that defines, promotes, and claims to advance nursing so that we can fulfill our responsibility to address unjust systems and structures to serve our communities.

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“…We argue that nurses must have serious conversations about race (Barbee, 1993;Cottingham et al, 2018;Hall & Fields, 2013;Stone & Ajayi, 2013), even if the conversations are uncomfortable or difficult. Hall and Fields (2012) warned that failure to address the quandaries of racism helps to maintain the racial homogeneity of the students and subsequent registered nurses and reinforcing the status quo.…”

Section: Introductionmentioning

confidence: 94%

Discourse of race and racism in nursing: An integrative review of literature

Iheduru-Anderson

Shingles

Akanegbu

2020

Public Health Nursing

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Research has shown that racism adds to and significantly exacerbates the risk for health disparities among patients (Peek et al., 2010), along with a loss of opportunities in the nursing profession (Iheduru-Anderson, 2020a). In 2002, Jones demanded that health care professionals explicitly name race and racism in the discussion of the health and well-being of the U.S. population. Adding that initiatives aimed at addressing and eliminating racial health disparities must explore the fundamental causes which are rooted in racism (Jones, 2002). The nursing sector should be concerned with issues such as racism. Race, in particular, has been shown to cause inequality in nursing prac

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“There comes a time when silence is betrayal”: Racism and nursing

Cited by 4 publications

References 18 publications

Attending to our conceptualisations of race and racism in the pursuit of antiracism: A critical interpretative synthesis of the nursing literature

Attending to our conceptualisations of race and racism in the pursuit of antiracism: A critical interpretative synthesis of the nursing literature

‘The Problem of the Color Line’: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs

Discourse of race and racism in nursing: An integrative review of literature

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