Lartey Sarah A, Cummings Greta G, Richter Solina, Montgomery Carmel L
Faculty of Nursing, College of Health Sciences, University of Alberta, Edmonton, Alberta, Canada.
College of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
J Adv Nurs. 2025 May 26. doi: 10.1111/jan.17061.
To present the current evidence on the nature and principles of Equity, Diversity and Inclusion (EDI) in Nursing Education Institutions (NEIs).
Five databases (CINAHL, Medline, Scopus, ERIC and Educational Research Complete) and websites of Canadian nursing education institutions were searched for studies and grey literature on EDI. Information was analysed using the Diversio Diversity and Inclusion Survey (DDIS) framework to highlight the nature and principles of EDI in NEIs. A content analysis guided by a deductive approach informed the data synthesis.
Eighty-eight studies (90 papers) published between 1999 and 2025 were included from 1301 identified articles in the database search. The websites of seven nursing institutions in Alberta, Canada, were examined. The review revealed facilitators, barriers and gaps. The results illustrated the presence and need for diversity, inclusion, equal opportunity and fairness, employing the DDIS framework across participant groups, curricula and contexts.
The literature on EDI in NEI is diverse and provides many facilitators, barriers, challenges and gaps. This review reveals the need for intervention and review studies to highlight specific practices that can lead to successful EDI implementation in NEIs.
These results show that further research is required to refine the definition of EDI within the nursing academy. Evidence must be advanced to develop nursing theories, frameworks and methods specific to EDI implementation.
Promoting EDI is a vital goal for the nursing profession, and there is a need to understand how EDI behaves in NEIs. This review revealed facilitators, challenges, barriers, gaps and principles of EDI that exist within NEI in the literature. This data can support policy and practice change within NEIs and promote EDI within those organisations.
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist was adhered to in this review.
This study did not include patient or public involvement in its design, conduct, or reporting.
呈现护理教育机构（NEIs）中公平、多样性和包容性（EDI）的性质和原则的当前证据。
检索了五个数据库（CINAHL、Medline、Scopus、ERIC和教育研究完整版）以及加拿大护理教育机构的网站，以查找有关EDI的研究和灰色文献。使用Diversio多样性和包容性调查（DDIS）框架对信息进行分析，以突出NEIs中EDI的性质和原则。以演绎法为指导的内容分析为数据综合提供了依据。
从数据库搜索中识别出的1301篇文章中，纳入了1999年至2025年间发表的88项研究（90篇论文）。对加拿大艾伯塔省七家护理机构的网站进行了审查。该综述揭示了促进因素、障碍和差距。结果表明，在参与者群体、课程和背景中采用DDIS框架时，存在多样性、包容性、平等机会和公平性，并且有这样做的需求。
关于NEIs中EDI的文献多种多样，提供了许多促进因素、障碍、挑战和差距。本综述揭示了需要进行干预和综述研究，以突出可导致NEIs成功实施EDI的具体实践。
这些结果表明，需要进一步研究以完善护理学术界内EDI的定义。必须推进证据，以开发专门用于EDI实施的护理理论、框架和方法。
促进EDI是护理专业的一个重要目标，有必要了解EDI在NEIs中的表现。本综述揭示了文献中NEIs内存在的EDI的促进因素、挑战、障碍、差距和原则。这些数据可以支持NEIs内的政策和实践变革，并在这些组织内促进EDI。
本综述遵循了系统评价和Meta分析扩展版的范围综述首选报告项目（PRISMA-ScR）清单。
本研究在设计、实施或报告过程中未纳入患者或公众参与。
