Daphne Cockwell School of Nursing (DCSN), Toronto Metropolitan University (formerly Ryerson University), Toronto, Ontario, Canada.
Daphne Cockwell Complex, Toronto, Ontario, Canada.
Nurs Philos. 2024 Oct;25(4):e12494. doi: 10.1111/nup.12494.
Since the COVID-19 pandemic, ongoing reports have highlighted the urgency of addressing anti-Black racism within Canada's healthcare system. The paucity of research within a Canadian context has created growing concerns among Millennials and Generation Zs for healthcare to address growing health disparities and health inequities that are attributed to institutional and structural racism. Recognizing the paradigm shift that has occurred because of the pandemic and the sleuth of racial killings, the nursing classroom has witnessed a change and a need for nursing education to be relevant for the cohort of nursing students who are seeking answers. The scarcity of nursing literature addressing diverse forms of learning demonstrates the need for nursing education to explore new ways of being diverse, inclusive and innovative when teaching intergenerationally. In this paper, the author challenges nurse educators to revisit the student-educator relationship by introducing critical digital pedagogy to dismantle anti-Black racism and promote student-educator engagement for transformative learning to occur. As an educator, the author implements the use of digital illustration as a tool of resistance for students and educators to assess, engage, act and reflect on creating change within nursing education. Using Black feminist thought and culturally responsive learning, the author introduces an arts-based approach through the innovative design of an illustration, titled, 'Ain't I a Nurse. Combining historical stories with contemporary socio-political experiences, the author demonstrates how students and educators can enter a cognitive learning experience where they can connect mentally and emotionally, and in so doing re-envision and recreate a new world that centralizes equity, diversity and inclusivity through critical discourses. Through the illustration anti-Black racism is challenged and anti-Black racism resistance is discovered as an antidote in dismantling anti-Black racism within nursing education.
自 COVID-19 大流行以来，持续不断的报告强调了加拿大医疗保健系统中解决反黑人种族主义的紧迫性。由于加拿大的研究相对较少，千禧一代和 Z 世代越来越担心医疗保健机构无法解决因体制和结构性种族主义而导致的日益严重的健康差距和不平等问题。认识到大流行和一系列种族杀戮事件带来的范式转变，护理课堂已经发生了变化，护理教育需要与时俱进，为寻求答案的护理学生群体提供相关教育。关于多样化学习形式的护理文献的稀缺性表明，护理教育需要探索新的方法，以实现跨代教育的多样性、包容性和创新性。在本文中，作者通过引入批判数字教学法来挑战护理教育者，颠覆反黑人种族主义，促进师生互动，从而实现变革性学习，以此重新审视师生关系。作为一名教育者，作者利用数字插图作为一种工具，让学生和教育者对护理教育进行评估、参与、行动和反思，从而进行变革。本文运用黑人女性主义思想和文化响应式学习，通过插图的创新设计，引入了一种基于艺术的方法，标题为“难道我不是护士吗？”。作者将历史故事与当代社会政治经历相结合，展示了学生和教育者如何能够进入一种认知学习体验，在这种体验中，他们可以在心理和情感上建立联系，从而重新构想和创造一个以公平、多样性和包容性为中心的新世界，通过批判性话语。通过这幅插图，反黑人种族主义受到了挑战，反黑人种族主义的抵制被发现是打破护理教育中反黑人种族主义的一种解毒剂。
