Influencing Health Disparities Through Nursing Curriculum
Abstract
Recent events and the COVID-19 pandemic have highlighted the extent of health disparities present within the United States. Racism and bias in healthcare workers has been shown to influence healthcare outcomes. The purpose of this project was to engage students, faculty, and community partners in deep and meaningful conversations to better understand the healthcare needs of the region, and to strengthen graduate nursing curriculum through a greater understanding of diversity and inclusion.
Methods - An interdisciplinary group of twenty participants met for five monthly one-hour sessions via zoom. Sessions were facilitated by an expert in diversity, equity, and inclusion and were recorded and transcribed to identify themes. To assist in understanding curricular implications, a DEI curriculum consultant met with faculty and participants for two one-hour sessions. Knowledge and attitudes were measured using pre-and post-project surveys.
Results - Themes of apprehension, embarrassment, and fear when initially engaging in conversations related to diversity equity and inclusion were identified. Confusion surrounding terminology and a general lack of knowledge of upstream and downstream factors relating to health equity provided challenges when addressing nursing curriculum. At the project's conclusion participants felt empowerment and reported an overall ability to recognize bias and racism, and their impact on interactions with students, patients, and their community.
Conclusions - Efforts to engage in curricular changes are not likely to have a lasting effect without the identification of bias or the basic knowledge of the upstream and downstream that play a role in health disparities. To recruit and prepare healthcare practitioners who are inclusive of the populations they serve, programs of nursing must first lay a foundation of mutual understanding.
College
College of Nursing & Health Sciences
Department
Nursing
Start Date
4-19-2023 11:20 AM
End Date
4-19-2023 11:39 AM
Presentation Type
Oral Presentation
Format of Presentation or Performance
In-Person
Influencing Health Disparities Through Nursing Curriculum
Recent events and the COVID-19 pandemic have highlighted the extent of health disparities present within the United States. Racism and bias in healthcare workers has been shown to influence healthcare outcomes. The purpose of this project was to engage students, faculty, and community partners in deep and meaningful conversations to better understand the healthcare needs of the region, and to strengthen graduate nursing curriculum through a greater understanding of diversity and inclusion.
Methods - An interdisciplinary group of twenty participants met for five monthly one-hour sessions via zoom. Sessions were facilitated by an expert in diversity, equity, and inclusion and were recorded and transcribed to identify themes. To assist in understanding curricular implications, a DEI curriculum consultant met with faculty and participants for two one-hour sessions. Knowledge and attitudes were measured using pre-and post-project surveys.
Results - Themes of apprehension, embarrassment, and fear when initially engaging in conversations related to diversity equity and inclusion were identified. Confusion surrounding terminology and a general lack of knowledge of upstream and downstream factors relating to health equity provided challenges when addressing nursing curriculum. At the project's conclusion participants felt empowerment and reported an overall ability to recognize bias and racism, and their impact on interactions with students, patients, and their community.
Conclusions - Efforts to engage in curricular changes are not likely to have a lasting effect without the identification of bias or the basic knowledge of the upstream and downstream that play a role in health disparities. To recruit and prepare healthcare practitioners who are inclusive of the populations they serve, programs of nursing must first lay a foundation of mutual understanding.
