“They created a team of almost entirely the people who work and are like them”: A qualitative study of organisational culture and racialised inequalities among healthcare staff

Woodhead, Charlotte; Stoll, Nkasi; Harwood, Hannah; Alexis, Obrey; Hatch, Stephani L.

doi:10.1111/1467-9566.13414

Cited by 11 publications

(34 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Microaggressions and tokenism, often more subtle than outright discrimination, reinforce systemic inequality in the workplace (Resnick & Galupo, 2019;Woodhead et al, 2021). Many participants suggested that more diversity within the child life profession would improve their own experience in the workplace and potentially mitigate their experiences of microaggressions, othering, tokenism, and discrimination.…”

Section: Discussionmentioning

confidence: 99%

“…Less has been published about the experiences of child life specialists with marginalized racial, ethnic, sexual orientation, age, and disability identities. The extant literature indicates that while increased workforce diversity may reduce racial and ethnic health disparities (Phillips & Malone, 2014), a significant barrier to this diversity is the discriminatory experiences of health care providers with marginalized identities (Sim et al, 2021;Woodhead et al, 2021). Retention of diverse providers depends on a hospital system's ability to provide a safe environment.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Workplace Discrimination and Microaggressions in the Child Life Profession

Gourley

Ginter

Valencia

2022

The Journal of Child Life: Psychosocial Theory and Practice

View full text Add to dashboard Cite

The child life profession in the United States primarily comprises White females. Little is known about the experiences of child life specialists with marginalized identities. This exploratory qualitative study examines the experiences of child life students and specialists with marginalized racial, ethnic, sexual orientation, age, and disability identities. Eighteen participants with self-identified marginalized identities took part in a study on navigating the field of child life. The authors used thematic analysis to find themes and subthemes in the data. In this manuscript, themes surrounding microaggressions, the perception of being othered, tokenism, and discrimination experienced in the workplace are described. These findings have implications for research and practice.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Workplace Discrimination and Microaggressions in the Child Life Profession

Gourley

Ginter

Valencia

2022

The Journal of Child Life: Psychosocial Theory and Practice

View full text Add to dashboard Cite

show abstract

“…The TIDES study aims to understand how discrimination experiences contributes to inequalities in health and health services. Full details of the methods and sample description were previously reported (7,8).…”

Section: Designmentioning

confidence: 99%

“…Ethnic minority staff are also more likely to experience bullying and discrimination from both colleagues and managers (particularly in London Trusts) (7). Such incidents are associated with poor mental and physical health outcomes, which in turn can lead to increased sick leave and negatively impact overall quality of life (7,8). These discriminatory experiences compound the already highly stressful work environment that nursing students are exposed to during their training (11,12), ultimately resulting in high staff attrition among student nurses (11,12).…”

Section: Introductionmentioning

confidence: 99%

“…Further, intersectionality theory may also offer insight into what systems of inequity student nurses may be exposed to during their education and training. Intersectionality theory offers a framework for understanding how multiple personal, political and social identities often being negotiated at any given time, intersects with discrimination and systems of oppression (8,20).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Ethnic inequalities during clinical placement: a qualitative study of student nurses’ experiences within the London National Health Service

Walker

Gunasinghe

Harwood

et al. 2023

Preprint

Self Cite

View full text Add to dashboard Cite

Aim: To understand how student nurse experiences on clinical placement, within NHS hospitals, differ for ethnic minority and White British groups. Design: A qualitative thematic analysis with an inductive approach. Methods: Data from semi-structured interviews with 21 London (United Kingdom) hospital-based student nurses were examined using thematic analysis. Participants were interviewed as part of the Tackling Inequalities and Discrimination Experiences in health Services (TIDES) study and asked about their experiences during clinical placement. Results: Five main themes were identified: 1) Role of mentors, 2) Discrimination and unfair treatment, 3) Speaking up/out, 4) Career progression, and 5) Consequences of adverse experiences. All themes were linked, with the social dynamics and workplace environment (referred to as ward culture) providing a context that normalises mistreatment experienced by nursing students. Students from ethnic minority backgrounds reported racism as well as cultural and/or religious microaggressions. While being valued for their race and ethnicity, White British students also experienced discrimination and inequity due to their age, sex, gender, and sexual orientation. Students from both White British and ethnic minority groups acknowledged that being treated badly was a barrier to career progression. Ethnic minority students also noted that the lack of diverse representation within senior nursing positions discouraged career progression within the UK National Health Service (NHS). Conclusion: These initial experiences of inequality and discrimination are liable to shape a students perspective of their profession and ability to progress within nursing. The NHS is responsible for ensuring that student nurses developmental opportunities are equal, irrespective of ethnicity. Impact: Ward culture is perpetuated through the action of others to normalise mistreatment and concurrently disadvantage ethnic minority students making them feel unvalued, which in turn impacts both staff retention and career progression within the NHS. Training assessors should be aware of the existing culture of discrimination within clinical placements and work to eradicate it.

show abstract

Mentoring medical students as a means to increase healthcare assistant status: A qualitative study

Davison,

Semlyen,

Lindqvist

2024

Nursing Open

View full text Add to dashboard Cite

AimTo offer a practical way in which the status of healthcare assistants (HCAs) can be increased by drawing on their experience, knowledge and skillset, whilst mentoring medical students during an HCA project.DesignQualitative, reflexive thematic analysis.MethodsOne‐to‐one semi‐structured interviews were conducted between April and June 2019, with 13 participants. Participants included five healthcare assistants; three practice development nurses, two of whom were former HCAs; one registered general nurse and four clinical educators.ResultsTwo themes were identified: HCAs as silent, invisible caregivers (theme 1) and the formation of an HCA identity through mentoring (theme 2). HCAs are often silent performers of complex patient care with limited opportunity to engage in the interprofessional team dialogue. Social perceptions of HCAs describe them as a marginalised, poorly understood, ‘unqualified’ group with ‘lowly status’. Mentoring medical students allows HCAs to draw on their experience, knowledge and skillset by actively contributing to the learning and development of future doctors.ConclusionThe mentoring of medical students gave HCAs an active voice within the interprofessional team, instilling their confidence and self‐worth. Mentoring allowed HCAs to move from a homogenous, group‐based social identity to a role‐based one that enabled HCAs to reveal the true extent of their work whilst negotiating their place and identity within the interprofessional team.ImpactLeaders in healthcare will see that a re‐evaluation of HCAs as performers of basic, hands‐on patient care is needed to breakdown ingrained beliefs, eliminating a ‘us and them’ mentality. Involving HCAs in the mentoring of medical students will impact on the personal development of both HCAs and medical students in the cultivation of a future, person‐centred, inclusive and collaborative workforce.Reporting MethodCOREQ guidelines to enhance methodological rigour were strictly adhered to.Patient and Public InvolvementThere is no patient or public involvement.

show abstract

“They created a team of almost entirely the people who work and are like them”: A qualitative study of organisational culture and racialised inequalities among healthcare staff

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 11 publications

References 29 publications

Workplace Discrimination and Microaggressions in the Child Life Profession

Workplace Discrimination and Microaggressions in the Child Life Profession

Ethnic inequalities during clinical placement: a qualitative study of student nurses’ experiences within the London National Health Service

Mentoring medical students as a means to increase healthcare assistant status: A qualitative study

Contact Info

Product

Resources

About