Centre for Culture Media and Society, Sheffield Hallam University, S1 1WB, United Kingdom.
Sheffield Hallam University, Department of Nursing and Midwifery, S10 2BP, United Kingdom.
Nurse Educ Today. 2023 Jul;126:105840. doi: 10.1016/j.nedt.2023.105840. Epub 2023 May 5.
Institutional racism within the United Kingdom's (UK) Higher Education (HE) sector, particularly nurse and midwifery education, has lacked empirical research, critical scrutiny, and serious discussion. This paper focuses on the racialised experiences of nurses and midwives during their education in UK universities, including their practice placements. It explores the emotional, physical, and psychological impacts of these experiences.
This paper draws on qualitative in-depth interviews with participants from the Nursing Narratives: Racism and the Pandemic project. Of the 45 healthcare workers who participated in the project, 28 participants obtained their primary nursing and midwifery education in UK universities. Interviews with these 28 participants were selected for the analysis reported in this paper. We aimed to employ concepts from Critical Race Theory (CRT) to analyse the interview data in order to deepen our understanding of the racialised experiences of Black and Brown nurses and midwives during their education.
The interviews revealed that the healthcare workers' experiences coalesced around three themes: 1) Racism is an ordinary, everyday experience; 2) Racism is operationalised through power structures; and 3) Racism is maintained through denial and silencing. Experiences often touch on a series of issues, but we have highlighted stories within specific themes to elucidate each theme effectively. The findings underscore the importance of understanding racism as a pandemic that we must challenge in response to a post-pandemic society.
The study concludes that the endemic culture of racism in nurse and midwifery education is a fundamental factor that must be recognised and called out. The study argues that universities and health care trusts need to be accountable for preparing all students to challenge racism and provide equitable learning opportunities that cover the objectives to meet the Nursing and Midwifery Council (NMC) requirements to avoid significant experiences of exclusion and intimidation.
英国（UK）高等教育（HE）部门，特别是护士和助产士教育中的制度性种族主义，缺乏实证研究、批判性审查和认真讨论。本文重点关注英国大学护士和助产士教育期间的种族化经历，包括他们的实践安置。它探讨了这些经历对他们的情感、身体和心理造成的影响。
本文借鉴了“护理叙事：种族主义和大流行”项目中参与者的定性深入访谈。在参与该项目的 45 名医护人员中，有 28 名参与者在英国大学获得了他们的初级护理和助产教育。选择了这些 28 名参与者的访谈进行本文报告的分析。我们旨在运用批判性种族理论（CRT）的概念来分析访谈数据，以加深我们对黑人和棕色护士和助产士在教育期间种族化经历的理解。
访谈揭示了医护人员的经历集中在三个主题上：1）种族主义是一种普通的日常经历；2）种族主义通过权力结构运作；3）种族主义通过否认和沉默得以维持。这些经历通常涉及一系列问题，但我们在每个主题中突出了一些故事，以有效地阐明每个主题。这些发现强调了将种族主义理解为我们必须应对后大流行社会的大流行的重要性。
该研究得出结论，在护士和助产士教育中普遍存在的种族主义文化是一个必须被认识和揭露的根本因素。该研究认为，大学和医疗保健信托基金需要为所有学生做好准备，以应对种族主义，并提供公平的学习机会，涵盖达到护理和助产理事会（NMC）要求的目标，以避免严重的排斥和恐吓经历。
