A Critical Discourse Analysis of AACN's Tool Kit of Resources for Cultural Competent Education for Baccalaureate Nurses.

American institutions of nursing education have integrated cultural competence as a pillar approach to addressing health disparities. The theoretical frameworks, priorities, and solutions that national organizations pursue and endorse have far-reaching implications. The American Association of Colleges of Nursing (AACN) is one such organization.

"I've Never Been to a Doctor": Health Care Access for the Marshallese in Washington State.

The Ri Majel (Marshallese) migrants of Washington State have endured health inequities and unique laws dictating their access to health care once they arrive to the United States. These health inequities can be seen to be a result of historical trauma and militarization of their islands. The research question was an inquiry regarding access to health care for the Ri Majel in Washington State.

"I Can't Breathe": Biopower in the Time of COVID-19: An Exploration of How Biopower Manifests in the Dual Pandemics of COVID and Racism.

In this article, we apply Agamben's theory of biopower and other related concepts to the COVID-19 pandemic in the United States. We explore the similarities between the COVID-19 pandemic and the pandemic of racism. Concepts such as bios, zoe, homo sacer, and states of exception can be applied to understand inequities among marginalized communities in the COVID-19 pandemic.

Structural competency: A pilot study.

Objective: The objective of this study is the use of structural competency (SC) as a tool to broaden the view of nursing students beyond individual, behavioral, biological, and cultural frameworks to encompass the structural determinants of health.

Design: This mixed-methods pilot study consists of a concurrent nested strategy in which close-ended, forced-choice questions are the drivers while open-ended questions are embedded therein.

Sample: The sample consists of second-year doctor of nursing practice students.

Epistemic Injustice: A Philosophical Analysis of Women's Reproductive Health Care in a Somali-American Community.

Epistemology is the study of the grounds of knowledge. We illustrate through case studies how epistemic injustice is manifested in the delivery of reproductive health care services for women from Somalia, even though it may not be intended or recognized as injustice. Testimonial injustice occurs when women are not believed or are discredited in their aim to receive care.

A pedagogy of social justice for resilient/vulnerable populations: Structural competency and bio-power.

Background: Nursing schools frequently assert the importance of social justice curriculum, but little information is available about specifics for such a class.

Purpose: The purpose of this article is to describe a class that builds a foundation for the understanding of social justice and the pedagogical frameworks on which it rests.

Methods: The authors develop a class grounded in bio-power and structural competency.

Administrator Perspectives of Patient-Centered and Culturally Appropriate Reproductive Health Care for Women From Somalia.

Objective: To explore health care administrators' perspectives on (a) institutional values, practices, and policies on the provision of patient- and family-centered and culturally appropriate reproductive health care for women from Somalia; (b) limitations imposed by these institutional values, practices, and policies; and (c) strategies to address these limitations.

Design: An exploratory single case study with in-person interviews and institutional document analysis guided by critical theory.

Setting: A Level 4 academic medical center on the West Coast of the United States.

Caring ethics and a Somali reproductive dilemma.

The use of traditional ethical methodologies is inadequate in addressing a constructed maternal-fetal rights conflict in a multicultural obstetrical setting. The use of caring ethics and a relational approach is better suited to address multicultural conceptualizations of autonomy and moral distress. The way power differentials, authoritative knowledge, and informed consent are intertwined in this dilemma will be illuminated by contrasting traditional bioethics and a caring ethics approach.