Robinson-Lane Sheria G, Patel Rushika V, Coleman-Burns Patricia
Department of Systems, Populations, and Leadership, School of Nursing, University of Michigan, Ann Arbor, MI, United States of America.
Office of Health Equity and Inclusion, School of Nursing, University of Michigan, Ann Arbor, MI, United States of America.
J Prof Nurs. 2024 Nov-Dec;55:A1-A3. doi: 10.1016/j.profnurs.2024.10.008. Epub 2024 Oct 25.
The lack of diversity in professional nursing education curricula, practices, and policies is reflective of its colonialist history. Despite increasing calls for action and organizational position statements affirming the importance of advancing diversity, equity, inclusion, and belonging, this deeply rooted history has led to embedded structural racism and other forms of bias that have remained rife in the discipline. The desire to maintain a status quo that ignores the institutional and structural effects of bias has even led some states to defund and disempower institutions historically charged with advancing knowledge and fostering inclusive education. Ongoing inattentiveness to addressing bias and practices that center idealized Whiteness diminishes our disciplinary capacity for innovation and reduces the likelihood of achieving key nursing aims such as the optimization of health for all and the adequate preparation of a civically engaged and socially conscious workforce. The following commentary examines how centering diversity, equity, inclusion, and belonging as key values provides a basis for a culture change that can decolonize the discipline.
专业护理教育课程、实践和政策缺乏多样性，反映了其殖民主义历史。尽管越来越多的人呼吁采取行动，且各组织发表立场声明肯定推进多样性、公平、包容和归属感的重要性，但这段根深蒂固的历史导致了根深蒂固的结构性种族主义和其他形式的偏见，这些在该学科中仍然普遍存在。维持忽视偏见的制度性和结构性影响的现状的愿望，甚至导致一些州削减了历史上负责推进知识和促进包容性教育的机构的资金并削弱其权力。持续忽视解决以理想化的白人身份为中心的偏见和做法，削弱了我们学科的创新能力，并降低了实现关键护理目标的可能性，如为所有人优化健康以及充分培养有公民意识和社会意识的劳动力。以下评论探讨了将多样性、公平、包容和归属感作为关键价值观如何为一场能够使该学科非殖民化的文化变革提供基础。
