Blindness, deafness, silence and invisibility that shields racism in nursing education-practice in multicultural hubs of immigration.

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.