改写微侵犯叙事：增强护理学生的应对能力。
Rewriting the Microaggression Narrative: Enhancing Nursing Students' Ability to Respond.
机构信息
Author Affiliations: Associate Dean for Diversity and Inclusion (Dr Carter) and Assistant Professor (Dr McMillian-Bohler), Duke University School of Nursing, Durham, North Carolina, Funded by Duke University Office of The Provost, Duke Faculty Advancement Seed Grant.
出版信息
Nurse Educ. 2021;46(2):96-100. doi: 10.1097/NNE.0000000000000850.
BACKGROUND
It is recognized that expanding the number of racial/ethnic minority nurses is key to addressing the challenges of health disparities. However, some schools of nursing have not typically experienced diversity.
PROBLEM
Diverse nursing students experience increasingly high rates of exposure to microaggression, discrimination, and bias in the clinical and classroom settings. Providing nursing students with strategies to respond to microaggressions can reduce barriers to nursing education.
APPROACH
An interactive workshop based on the Theater of the Oppressed performance technique was developed to increase students' ability to recognize/respond to microaggressions.
OUTCOMES
Students (n = 97) completed a preworkshop-postworkshop evaluation. After participation, students indicated an improved ability to recognize microaggressions with intent to respond when they occur.
CONCLUSIONS
Race was the most common microaggression addressed in the skits, followed by gender and ability. The interactive nature of the workshop allowed students to practice strategies to address microaggressions.
背景
人们认识到，增加少数族裔护士的数量是解决健康差异挑战的关键。然而，一些护理学校并没有经历过多样性。
问题
多样化的护理学生在临床和课堂环境中越来越多地经历微侵犯、歧视和偏见。为护理学生提供应对微侵犯的策略可以减少护理教育的障碍。
方法
开发了一个基于被压迫者剧场表演技巧的互动工作坊，以提高学生识别/回应微侵犯的能力。
结果
学生（n=97）完成了预工作坊后工作坊的评估。参与后，学生表示在发生时，他们能够更好地识别出带有意图的微侵犯，并有意回应。
结论
在小品中，种族是最常见的微侵犯，其次是性别和能力。工作坊的互动性质允许学生练习应对微侵犯的策略。
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