A Mixed Method Study of Nursing Students' Experiences of Discrimination Within Their Programs.

AIM

This research aimed to explore nursing students' experiences and perspectives on discrimination within nursing programs across classroom and clinical contexts, as well as structural discrimination through institutional policies and processes.

DESIGN

Convergent mixed methods.

METHODS

Survey and individual interviews to capture students' experiences and perspectives on discrimination within nursing programs.

RESULTS

Quantitative findings suggest that the majority of nursing students (79.2%) self-reported experiencing discrimination during their nursing program. These experiences stem from racism, homophobia, transphobia, and mental health stigma. While most of these experiences were reported in clinical contexts from nurses, patients, and clinical educators, students also reported experiencing discrimination in classroom and program contexts through nurse educators, peers, and policies. Qualitative findings provided nuanced insights into these discriminatory experiences across contexts and sources. Additionally, findings suggest that the majority of the students perceive stigma and discrimination to be a significant issue within nursing education and recommend priorities for addressing this issue.

CONCLUSIONS

Despite nursing professions' central commitment to addressing discrimination and promoting social justice, stigma and discrimination faced by nursing students within nursing programs remain a significant concern.

IMPLICATIONS FOR PROFESSION

Preventing discrimination and promoting social justice within nursing is a central responsibility of the nursing profession. Student-identified priorities suggest an upstream approach that involves education for nurse educators and staff to redress ongoing discrimination experienced by nursing students.

IMPACT

This research contributes to the growing empirical evidence that nursing students experience discrimination within nursing programs across clinical, classroom, and program contexts and highlights student-identified priorities for addressing discrimination.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.