Daphne Cockwell School of Nursing, Toronto Metropolitan University, 350 Victoria Street, Toronto, Ontario M5B 2K3, Canada.
Sally Horsfall Eaton School of Nursing, George Brown College, Waterfront Campus, 51 Dockside Dr, Toronto, ON M5A 0B6, Canada.
Nurse Educ Today. 2022 Sep;116:105459. doi: 10.1016/j.nedt.2022.105459. Epub 2022 Jul 5.
Although often assumed as objective, texts in nursing education are value-laden artifacts. Not unlike many educational materials, nursing texts are socially situated and often reflect dominant discourses of white supremacy, patriarchy, colonialism, cis/heteronormativity, gender binaries, and ableism. In addition to conveying what institutions and educators value, the discourses that are mediated through text socialize students in their ways of thinking and acting. There is a collective responsibility to critically examine how and why particular discourses persistently permeate texts used in nursing education. Open educational resources, as one type of text in nursing, are often touted as symbols of social justice because they are accessible for use by diverse learners and can be adapted to suit educators' needs.
With a focus on better understanding how equity, diversity, and inclusion can inform the design and production of open education resources, our guiding research question was: How do students perceive and envision equity, diversity, and inclusion in nursing-related open educational resources?
Guided by a social justice framework, we used interpretive description methodology informed by participatory action research values to answer this question.
SETTING, PARTICIPANT AND METHODS: Sixteen students participated from a post-secondary year-one nursing course in two focus groups and thirty-three students completed an open-ended survey.
Data analysis yielded four themes: representation, learning, identities, and self.
Nurse educators have the opportunity to design open educational resources in ways that empower students and elevate social justice. Thus, a more nuanced and critical approach towards social justice is needed to better integrate diversity in nursing-related resources.
尽管通常被认为是客观的，但护理教育中的文本是带有价值的人工制品。与许多教育材料一样，护理文本具有社会性，往往反映了白人至上、父权制、殖民主义、顺性别/异性恋规范、性别二元论和能力主义等主流话语。除了传达机构和教育者所重视的内容外，通过文本传达的话语还会使学生在思维和行为方式上受到社会化。我们有共同的责任来批判性地审视为什么某些特定的话语会持续渗透到护理教育中使用的文本中。开放教育资源作为护理中的一种文本类型，通常被吹捧为社会公正的象征，因为它们可供不同学习者使用，并可以根据教育者的需求进行改编。
本研究重点关注如何使公平、多样性和包容性能够为开放教育资源的设计和制作提供信息，我们的研究问题是：学生如何看待和设想与护理相关的开放教育资源中的公平、多样性和包容性？
本研究以社会公正框架为指导，采用解释性描述方法，并借鉴参与式行动研究的价值观来回答这个问题。
地点、参与者和方法：来自一门护理一年级后专科学年课程的 16 名学生参加了两个焦点小组，33 名学生完成了一份开放式调查。
数据分析产生了四个主题：代表性、学习、身份和自我。
护理教育者有机会以赋权学生和提升社会正义的方式设计开放教育资源。因此，需要采取更细致和批判性的方法来更好地将多样性融入护理相关资源中。
