School of Nursing, Vancouver Campus, The University of British Columbia, 2211 Wesbrook Mall T201, Vancouver, British Columbia V6T 2B5, Canada.
Nurse Educ Today. 2024 Aug;139:106241. doi: 10.1016/j.nedt.2024.106241. Epub 2024 May 10.
Pedagogical frameworks grounded in social justice, such as decolonizing and anti-racist educational practices, are essential in nursing programs. While scholars have begun to examine nurse educators' conceptualizations of social justice, there remains a lack of knowledge about student perspectives regarding nurse educators' approaches to incorporating social justice in education.
To understand nursing students' perceptions about educational strategies that develop critical awareness and engagement with social justice and positively influence professional practice.
A qualitative study informed by Critical Feminist Pedagogy and guided by Interpretive Description methodology.
A school of nursing in Western Canada.
Ten undergraduate and graduate nursing students recruited through convenience sampling.
Students participated in one-on-one semi-structured interviews. A set of questions developed to facilitate data analysis allowed the deconstruction of the data to identify broad-based inductive categories. Contrast and comparison methods were also used. Members of the research team provided analytic insights into the categories, and subsequently, all members discussed the findings and developed the interpretive frame.
Student participants reported that educational strategies promoting awareness and engagement with social justice need to go beyond superficial engagement and awareness of social justice. Researchers' analysis suggests that cohesiveness between awareness and action in social justice is urgently needed within academia to adopt a decolonizing and anti-racist pedagogy in nursing and better prepare students for professional practice. From the data analysis, teaching strategies that enhance cohesiveness include: embracing personal development, creating community spaces and disrupting knowledge and curriculum hierarchies.
Understanding students' perceptions and incorporating their suggestions is critical to integrating socially just teaching practices that embrace a learner-centred pedagogy. Our findings offer suggestions for teaching strategies that foster critical awareness and engagement with social justice. Combined, these contribute to our understanding of signature pedagogies in nursing with the intention of increasing the adoption of anti-racist and decolonizing approaches.
以社会正义为基础的教学框架，如去殖民化和反种族主义教育实践，在护理课程中至关重要。虽然学者们已经开始研究护士教育者对社会正义的概念化，但对于学生对护士教育者在教育中纳入社会正义方法的看法，仍然缺乏了解。
了解护理学生对培养批判性意识和参与社会正义以及对专业实践产生积极影响的教育策略的看法。
一项基于批判女性主义教育学的定性研究，并遵循解释性描述方法。
加拿大西部一所护理学校。
通过便利抽样招募的十名本科和研究生护理学生。
学生参加了一对一的半结构式访谈。一组旨在促进数据分析的问题允许对数据进行解构，以确定基于广泛的归纳类别。还使用了对比和比较方法。研究团队的成员提供了对类别分析的见解，随后，所有成员讨论了研究结果并开发了解释框架。
学生参与者报告说，促进对社会正义的意识和参与的教育策略需要超越对社会正义的表面参与和认识。研究人员的分析表明，在学术界中迫切需要在社会正义方面实现意识与行动的一致性，以采用去殖民化和反种族主义的教学法，并更好地为学生的专业实践做好准备。从数据分析中可以看出，增强一致性的教学策略包括：接受个人发展、创造社区空间以及打破知识和课程层次结构。
了解学生的看法并采纳他们的建议对于整合以学习者为中心的教学法的社会公正教学实践至关重要。我们的研究结果为培养批判性意识和参与社会正义的教学策略提供了建议。这些建议共同促进了我们对护理中特色教学法的理解，旨在增加对反种族主义和去殖民化方法的采用。
