Oozageer Gunowa Neesha, Brooke Joanne, Hutchinson Marie, Jackson Debra
Faculty of Health & Life Sciences, Oxford Institute of Nursing, Midwifery and Allied Health Research (OxINMAHR), Oxford Brookes University, Oxford, UK.
Birmingham City University, Birmingham, UK.
J Clin Nurs. 2020 Nov;29(21-22):4358-4367. doi: 10.1111/jocn.15474. Epub 2020 Sep 21.
To explore health disparity in on-campus undergraduate nurse education through the analysis of teaching and teaching material exploring pressure injuries.
As a discipline, nursing espouses ideologies of inclusion, equity and valuing diversity. However, little is known about how these ideologies translate into clinical care. Pressure injury prevention is a routine aspect of nursing care; yet, there is evidence of inequity in relation to clinical care and patient assessment, as people with darker skin tones have a higher prevalence of severe pressure injuries before detection of damage occurs. Despite limited literature being available surrounding the topic of pressure injuries and skin tone diversity, it remains the responsibility of nurse educators to address contemporary issues and health disparity within the nursing curriculum.
A multiple method collective case study. The STROBE checklist was followed in reporting this study.
Documentary and observational data of lectures regarding pressure injuries were collected during 2017 and 2018 from five Higher Education Institutes in England delivering approved nursing undergraduate programmes.
Documentary analysis confirmed all Higher Education Institutes overwhelmingly directed teaching and learning activities about pressure injury towards people with Caucasian skin tones. Observation of teaching indicated all teaching sessions only contained brief, separate and superficial information on people with pressure injuries and darker skin tones. There was no discursive language or awareness of colour or colour blindness.
Radical critique of all teaching and learning activities needs to occur, to help explore, improve and meaningfully and authentically include diversity and inclusivity in nurse education, and in particular, how people across the skin tone spectrum are included and represented in teaching and learning activities.
Critical examination of current teaching practice is crucial to address disparity and ensure care for people with darker skin tones is optimised. Nurse educators have a responsibility to educate for the care needs of all, as the quality of nurse education has a direct impact on care delivery and health disparity. This paper highlights the importance of addressing skin tone diversity and offers the opportunity for reflective practice, not just in formal education, but in clinical settings by preceptors and senior staff.
通过分析探索压力性损伤的教学及教材，探讨本科在校护理教育中的健康差异。
作为一门学科，护理学秉持包容、公平和重视多样性的理念。然而，对于这些理念如何转化为临床护理，人们知之甚少。压力性损伤预防是护理工作的常规内容；然而，有证据表明在临床护理和患者评估方面存在不公平现象，因为肤色较深的人在损伤被发现之前严重压力性损伤的患病率更高。尽管关于压力性损伤和肤色多样性这一主题的文献有限，但护理教育工作者仍有责任在护理课程中解决当代问题和健康差异。
一项多方法集体案例研究。本研究报告遵循了STROBE清单。
2017年和2018年期间，从英格兰五所提供经批准的护理本科课程的高等教育机构收集了关于压力性损伤讲座的文献和观察数据。
文献分析证实，所有高等教育机构都压倒性地将有关压力性损伤的教学和学习活动指向白种人肤色的人群。教学观察表明，所有教学课程仅包含关于压力性损伤患者和肤色较深人群的简短、分散且表面的信息。没有关于肤色或色盲的论述性语言或意识。
需要对所有教学和学习活动进行彻底批判，以帮助探索、改进并切实有效地将多样性和包容性纳入护理教育，特别是探讨在教学和学习活动中如何涵盖和呈现不同肤色的人群。
对当前教学实践进行批判性审视对于解决差异并确保优化对肤色较深人群的护理至关重要。护理教育工作者有责任为所有人的护理需求开展教育，因为护理教育质量直接影响护理服务和健康差异。本文强调了解决肤色多样性问题的重要性，并提供了反思实践的机会，不仅在正规教育中，也包括在临床环境中由带教老师和资深 staff 进行反思实践。 （注：原文中“senior staff”疑似拼写错误，应为“senior staff”，这里保留原文未修改）
