Department of Nursing, California State University, Hayward, California.
The Betty Irene Moore School of Nursing, University of California, Sacramento, California.
Nurs Inq. 2020 Jul;27(3):e12349. doi: 10.1111/nin.12349. Epub 2020 Feb 27.
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.
社会正义被提为核心专业护理价值观，尽管基础文件和护士教育者中的概念化仍然不一致和矛盾。本研究的目的是探讨教师在学士课程理论课程中如何教授社会正义。这项定性研究采用建构主义扎根理论方法来研究影响参与者教学的过程。参与者采用四种总体方法：培养引人入胜的课堂氛围、使用各种命名策略、将多样性和文化框定为社会正义、以及树立批判立场的榜样。他们采用具体策略，这些策略因种族、教育背景和护理专业的不同而有很大差异。社会科学背景支持质疑健康不平等的教学法，而不仅仅是提高对差距的认识。研究结果还表明，有色人种教师在以“色盲种族主义”和对文化的有问题的观点为基础的机构结构中进行导航，许多教授非社区健康护理课程的白人教师也描述了这种情况。为了实施社会正义并对我们的社区负责，需要在教育、研究、实践和政策方面开展协调一致的反压迫努力。这包括持续承诺解决殖民主义和白人在定义、促进和声称推进护理的每个机构中的问题，以便我们能够履行我们的责任，解决不公正的制度和结构，为我们的社区服务。
