A mixed-methods evaluation of unconscious racial bias training for NHS senior practitioners to improve the experiences of racially minoritised students.

Objective: The degree awarding gap indicates that racially minoritised higher education students receive lower degree classifications relative to their white peers. While the reasons for this are complex, research suggests that educator and practitioner attitudes and behaviour towards racially minoritised students are a significant contributing factor. This preregistered study evaluates the effectiveness of unconscious racial bias training (URBT) to enhance National Health Service senior practitioner's recognition of how racial inequalities negatively impact racially minoritised students.

The lived experiences of racial bias for Black, Asian and Minority Ethnic students in practice: A hermeneutic phenomenological study.

Aim: This study explored the lived experiences of racial bias for Black, Asian and Minority Ethnic students undertaking an undergraduate or post-graduate degree in nursing, midwifery and allied health courses in the United Kingdom.

Background: Previous research indicates that students from Black, Asian and Minority Ethnic groups have fewer opportunities to succeed at university and this has brought about a race awarding gap in their degree attainment. The reasons for this awarding gap are complex and multi-factorial and it is crucial that the lived experiences of racial bias are explored from the student perspective.

Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study.

Background: Students studying in a country where another language is spoken face multiple challenges including their ability to fully integrate with peers and academic pressures in trying to obtain an undergraduate nursing degree. The aim of the study was to explore the lived experiences of students, from varying cultural and ethnic backgrounds, undertaking an undergraduate nursing degree.

Methods: The study adopted a qualitative design and eight individual semi-structured interviews were conducted.

Students' perceptions of self-direction in pre-registration nurse education.

This study explored to understand the lived experiences of a group of pre-registration nursing students' in a United Kingdom Higher Education setting, in the context of increasing responsibility for self-direction throughout the learning process. Care is underpinned by evidence, knowledge and problem solving skills, predicated on enhanced student capability to ensure self-direction in learning. A hermeneutic phenomenological approach framed within an interpretative paradigm enabled exploration to seek out individual and collective perceptions of the learning process.

Using systematic reviews to inform nursing practice.

Health care is constantly being reformed to improve the safety and quality of services, and nurses are integral to the provision of this safety and quality. As a result of concerns raised by recent high-profile care failings, there is an expectation that the nursing profession should be able to meet the changing demands of an increasingly complex healthcare environment, based on the best available evidence. This article describes the use of systematic literature reviews to recognise appropriate evidence and develop guidelines to inform nursing practice, thereby enabling safe, high quality nursing care.

Developing compassion in pre-registration education.

Compassion is a fundamental aspect of nursing and student nurses have to be able to demonstrate compassion in practice. Nurse educators in higher education institutions and clinical settings need to work together to prepare and support student nurses to deliver compassionate care. This article discusses the key components of compassionate care, and how students can be enabled to deliver high-quality care within rapidly changing, complex environments.

Creating supportive environments for students.

Appropriate clinical placements are an essential part of pre-registration nurse education. They provide students with the opportunity to learn practical skills and gain knowledge, so students' learning is heavily dependent on the quality of support mentors provide. At the end of each clinical placement, student nurses are asked to evaluate the experience.

Developing evidence-based practice among students.

In response to government initiatives and the rise in patient empowerment, nurses are increasingly being challenged to deliver high-quality care supported by evidence-based practice. This can be a challenge for nurse educators providing the foundation for pre-registration student nurses. Evidence-based practice within nursing is achieved by developing and supporting patient-centred approaches to care using the most current evidence.

Exploring the factors contributing to drug errors and how to improve knowledge.

Medicines administration is one of the high risk areas for nursing practice and a matter of considerable concern for practitioners, policymakers and the public. Drug errors can lead to devastating consequences for patients and for nurses' careers. It is an integral part of nurses' role, underpinned by legal and professional requirements (Nursing and Midwifery Council, 2008a).