Study Reveals Nursing Students' Perspectives on Addressing Discrimination in Education

A recent study by IALH Research Fellows Ingrid Handlovsky and Allie Slemon, alongside Shivinder Dhari, has shed light on nursing students' experiences with discrimination within their educational programs. The study, conducted between September and November 2023, aimed to gather students' insights on how nursing programs can address and mitigate discrimination.

The research utilized a mixed-method approach, incorporating both a cross-sectional survey and qualitative interviews. The survey included 120 participants, while 20 students participated in in-depth interviews. These methods were guided by an interpretive descriptive approach to capture relevant and practical perspectives on the issue.

Key findings from the study reveal that nursing students encounter various forms of discrimination, including those based on race, sexual identity, gender, disability and mental health. The study identified three main areas where improvements are needed:

1. Curriculum Updates: Students emphasized the need for nursing curricula to be updated regularly to reflect current understandings of diversity and inclusion. They suggested integrating content that addresses the experiences of marginalized groups and ensures respectful language and practices are consistently applied.
2. Educator Training: The study highlighted the importance of providing educators with adequate training to prevent the perpetuation of discriminatory practices. Students noted concerns about educators’ knowledge and the need for ongoing professional development to address issues of discrimination effectively.
3. Support Systems: Participants stressed the importance of having clear reporting pathways and support systems for students who experience or witness discrimination. They recommended establishing dedicated resources and formal procedures to ensure accountability and provide emotional support to affected students.

The study also noted the historical ties of the nursing profession to colonialism and the need for critical reflection on this history. Students suggested that acknowledging and addressing these historical issues could contribute to more meaningful progress in reducing discrimination. While the study's sample was limited to two institutions in Western Canada and may not fully represent the diversity of nursing students across different regions, its findings provide valuable insights into the challenges faced by students. The researchers call for further research to expand on these findings and to explore perspectives from a broader range of students, including those from racialized backgrounds and different geographic locations.

Overall, the study underscores the need for ongoing efforts to improve inclusivity and address discrimination within nursing education. By incorporating students' perspectives into program improvements, nursing programs can better support their students and foster a more equitable learning environment.

To read the full research article, see https://doi.org/10.1016/j.nepr.2024.104134