Journal of professional nursing : official journal of the American Association of Colleges of Nursing · 2020
Blindness, deafness, silence and invisibility that shields racism in nursing education-practice in multicultural hubs of immigration.
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Zanchetta Margareth Santos, Cognet Marguerite, Rahman Rezwana, Byam Aaron, Carlier Patricia, Foubert Camille, Lagersie Zarina, Espindola Ricardo Federico
Аннотация
BACKGROUND: This paper relies on data from the multilevel, sectoral discussions held among professional nursing and sociology individuals.
PURPOSE: To present the outcomes of a reflective process on racism in nursing education and practice in the cities of Toronto and Paris.
METHOD: The method used was a reflection on research conducted by eight individuals dealing with racism at distinct stages of their professional career. The reflections are organized as a systematic description of facts, noted feelings, appraisal of issues, analysis of learned lessons, and lead to recommendations for nursing education and practice.
RESULTS: The promotion of social justice and social inclusion has become a matter of nursing practice, yet a lack of critical discussion about racism with racialized students may result in feelings of being silenced. Increased awareness of racial negligence within a clinical setting can instigate change and allow nursing professionals to advocate for more culturally-sensitive care for a multicultural clientele. Insight from nurses with different professional status and from different racial backgrounds will garner an understanding of how the experiences of racism are in some ways individualized.
CONCLUSION: A collective reflection is required to understand the factors that underpin racism in nursing and can be used to elicit dialogue on a national and international scale in order to address racism in global nursing.
PURPOSE: To present the outcomes of a reflective process on racism in nursing education and practice in the cities of Toronto and Paris.
METHOD: The method used was a reflection on research conducted by eight individuals dealing with racism at distinct stages of their professional career. The reflections are organized as a systematic description of facts, noted feelings, appraisal of issues, analysis of learned lessons, and lead to recommendations for nursing education and practice.
RESULTS: The promotion of social justice and social inclusion has become a matter of nursing practice, yet a lack of critical discussion about racism with racialized students may result in feelings of being silenced. Increased awareness of racial negligence within a clinical setting can instigate change and allow nursing professionals to advocate for more culturally-sensitive care for a multicultural clientele. Insight from nurses with different professional status and from different racial backgrounds will garner an understanding of how the experiences of racism are in some ways individualized.
CONCLUSION: A collective reflection is required to understand the factors that underpin racism in nursing and can be used to elicit dialogue on a national and international scale in order to address racism in global nursing.