Background: Compassionate, inclusive, and equitable nursing care begins with integrating concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into curricula.
Problem: Little is known about RN to BSN students' perception of applying these concepts in practice. The purpose of this pilot project was to assess RN to BSN students' perceptions of DEI-SDOH curricular threads in their nursing practice.
Approach: Students were surveyed to assess their perceptions about the impact DEI-SDOH curricular content had on their ability to assess and address DEI-SDOH in practice, level of confidence in talking about DEI-SDOH, addressing breaches in DEI, and the influence of DEI-SDOH in nursing.
Outcomes: Respondents indicated DEI-SDOH curricula promoted self-examination, critical examination of health care systems, and increased DEI-SDOH competence.
Conclusion: DEI-SDOH curricula build upon professional experiences, strengthen assessment and application competence, and equip nurses with confidence to address DEI-SDOH as an effective strategy to reduce health disparities.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1097/NNE.0000000000001587 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Objective: This study used a self-authorship framework to explore if diversity, equity, and inclusion (DEI) and social determinants of health (SDoH)-focused laboratories and learning activities increase student confidence in understanding aspects of implicit bias and SDoH, and how these activities impact student comfort in discussing and confidence in initiating conversations on DEI/SDoH topics with colleagues, faculty, supervisors, and patients.
Methods: First-year PharmD students engaged in 3 learning activities across 2 courses. Students were challenged to evaluate their biases and incorporate DEI/SDoH into their professional identity formation.
Student Perception of Diversity, Equity, and Inclusion Curricular Threads on Nursing Practice.
Nurse Educ
June 2024
Author Affiliations: Director of DNP Curriculum and Operations/Assistant Professor (Dr Dowling), College of Nursing, Rush University, Chicago, Illinois; Assistant Professor (Dr Toll), School of Nursing, University of Virginia, Charlottesville, Virginia; RN to BSN Program Director (Dr Whitlow), School of Nursing, University of Virginia, Charlottesville Virginia; and Associate Dean for Academic Programs and Affairs (Dr Hicks), College of Nursing, Rush University, Chicago, Illinois.
Background: Compassionate, inclusive, and equitable nursing care begins with integrating concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into curricula.
Problem: Little is known about RN to BSN students' perception of applying these concepts in practice. The purpose of this pilot project was to assess RN to BSN students' perceptions of DEI-SDOH curricular threads in their nursing practice.
Equity and Performance Improvement: A Novel Toolkit That Makes Using an Equity Lens the Default.
Jt Comm J Qual Patient Saf
January 2024
Performance improvement methodologies do not currently include any structures that encourage analysis of how bias, inequity, or social determinants of health (SDOH) contribute to outcomes. The Montefiore Center for Performance Improvement developed a novel quality improvement (QI) toolkit that ingrains issues of diversity, equity, and inclusion (DEI) and SDOH into the Institute for Healthcare Improvement's tools. The toolkit prompts QI teams to evaluate DEI and SDOH at each step of the journey, including an updated charter and stratified baseline tool, a new fishbone diagram for the discovery phase with a tail to include DEI and SDOH, and additions in the Study and Act sessions of the Plan-Do-Study-Act worksheet to address these issues.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!