Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Kimberley; Melrose, Sherri; Wilson-Keates, Barbara |
|---|---|
| Titel | Reflections on Learning Nursing as a Black Student in Canada: A Case for Invitational Antiracist Education |
| Quelle | In: Canadian Journal for the Scholarship of Teaching and Learning, 14 (2023) 1, Artikel 9 (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Jones, Kimberley) ORCID (Wilson-Keates, Barbara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Foreign Countries; Nursing Students; Blacks; African American Students; Racism; Nursing Education; History; Educational Practices; Student Experience; Undergraduate Study; Canada |
| Abstract | International studies have revealed that Black undergraduate nursing students experience higher levels of attrition from nursing programs. Touted as the least likely racial group to graduate, Black students struggle disproportionately in comparison to their non-Black peers. Canadian literature, however, is largely silent on this topic and this population as a whole. Grounding our reflections in one student's experience, we argue that Canadian nurse educators need to implement invitational, antiracist approaches that intentionally support Black students' success. This article supports our argument by reflecting on both the literature and personal experience. First, we explain our reflective processes. Then, the history of nursing in Canada is presented, followed by an exploration of the current educational landscape. Next, we discuss Black students' experiences in nursing education. We conclude with recommendations for Canadian nurse educators. (As Provided). |
| Anmerkungen | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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