Schultz Paula L, Baker Janet
J Nurs Educ. 2017 Nov 1;56(11):692-696. doi: 10.3928/01484834-20171020-11.
Medical providers' unconscious biases may contribute to health disparities. Awareness and self-reflection strategies commonly used to teach cultural competence in academic settings are generally ineffective in reducing unconscious bias or motivating change.
This article describes the innovative teaching strategies implemented in a graduate setting (N = 75) to increase nursing learners' acceptance and management of unconscious bias. Strategies used guided the debriefing and feedback that incorporated implicit association testing, interactive audience polling, categorized management strategies, and perspective taking.
Strategies resulted in positive learner feedback, including a high likelihood to learn more about unconscious bias, acceptance of unconscious bias influence on health disparities, and importance of using management strategies to address personal bias.
Increasingly diverse patient populations require nurses who have the skills to understand, assess, and correct unconscious biases. To accomplish this goal, consistent exposure to unconscious bias curricula that includes focused debriefing, feedback, and management strategies is needed at all levels of nursing education. [J Nurs Educ. 2017;56(11):692-696.].
医疗服务提供者的无意识偏见可能导致健康差异。在学术环境中常用于教授文化能力的意识和自我反思策略，通常在减少无意识偏见或推动改变方面效果不佳。
本文描述了在研究生环境（N = 75）中实施的创新教学策略，以提高护理学习者对无意识偏见的接受度和管理能力。所采用的策略指导了包括内隐联想测试、交互式观众投票、分类管理策略和换位思考在内的汇报与反馈。
这些策略得到了学习者的积极反馈，包括更有可能进一步了解无意识偏见、认可无意识偏见对健康差异的影响，以及认识到使用管理策略来解决个人偏见的重要性。
日益多样化的患者群体需要具备理解、评估和纠正无意识偏见技能的护士。为实现这一目标，护理教育的各个层面都需要持续接触包含重点汇报、反馈和管理策略的无意识偏见课程。[《护理教育杂志》。2017年；56(11):692 - 696。]
