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Pressure injuries and skin tone diversity in undergraduate nurse education: Qualitative perspectives from a mixed methods study
Published (Version of record)CC BY V4.0, Open
Journal article
Pressure injuries and skin tone diversity in undergraduate nurse education: Qualitative perspectives from a mixed methods study
Journal of Advanced Nursing, Vol.77, pp.4511-4524
10/07/2021
PMID: 34245169
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Abstract
AIMSTo, firstly, explore student and academic nurse perceptions of classroom content about the assessment and identification of pressure injuries across skin tone diversity and, secondly, to describe the impact of classroom content on student nurse understanding of pressure injury in people with dark skin tones. DESIGNQualitative case study employing focus groups and semi-structured interviews. METHODSFive higher education institutions in the United Kingdom were purposively chosen. At each of the five-case sites, one focus group with student nurses and one semi-structured interview with a nurse academic were conducted between May 2018 and April 2019. The participants' narratives were transcribed verbatim and analysed via thematic analysis. RESULTSClassroom learning was predominately framed through a white lens with white normativity being strongly reinforced through teaching and learning activities. This reinforcement of white normativity was evidenced through two main themes: (i) dominance of whiteness in the teaching and learning of pressure injuries in undergraduate nurse education and (ii) the impact and implications for student nurses of whiteness as the norm in pressure injury teaching. CONCLUSIONNurses responsible for the design and delivery of teaching and learning experiences for nursing students need to ensure meaningful teaching and learning experiences. This learning should assist future nurses to interrogate their complicity in a system of white dominance. IMPACTNurse education delivered today influences and shapes nurses of the future. Nurses are the cornerstone of healthcare and play a significant role in the delivery of equitable healthcare. Nurse academics have a duty of care to inform and highlight health inequities in nursing and ultimately to enhance equity in care.
Details
- Title
- Pressure injuries and skin tone diversity in undergraduate nurse education: Qualitative perspectives from a mixed methods study
- Creators
- Neesha Oozageer Gunowa (Author) - Oxford Brookes UniversityMarie Hutchinson (Author) - Southern Cross UniversityJoanne Brooke (Author) - Birmingham City UniversityHelen Aveyard (Author) - Oxford Brookes UniversityDebra Jackson (Author) - University of Sydney
- Publication Details
- Journal of Advanced Nursing, Vol.77, pp.4511-4524
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Identifiers
- 991012948490202368
- Copyright
- This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. © 2021 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Journal article