Pressure injuries and skin tone diversity in undergraduate nurse education: Qualitative perspectives from a mixed methods study

Gunowa, Neesha and Hutchinson, Marie and Brooke, Joanne and Aveyard, Helen and Jackson, Debra (2021) Pressure injuries and skin tone diversity in undergraduate nurse education: Qualitative perspectives from a mixed methods study. Journal of Advanced Nursing. ISSN 0309-2402

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Abstract

Aims: To firstly explore student and academic nurse perceptions of classroom content about the assessment and identification of pressure injuries across skin tone diversity and secondly to describe the impact of classroom content on student nurse understanding of pressure injury in people with darker skin tones.

Design: Qualitative case study employing focus groups and semi-structured interviews.

Methods: Five higher education institutions in the United Kingdom were purposively chosen. At each of the five-case sites, one focus group with student nurses and one semi structured interview with a nurse academic was conducted between May 2018 and April 2019. The participants narratives were transcribed verbatim and analysed via thematic analysis.

Results: Classroom learning was predominately framed through a white lens with white normativity being strongly reinforced through teaching and learning activities. This reinforcement of white normativity was evidenced through two main themes: i) dominance of whiteness in the teaching and learning of pressure injuries in undergraduate nurse education and ii) the impact and implications for student nurses of whiteness as the norm in pressure injury teaching.

Conclusion: Nurses responsible for the design and delivery of teaching and learning experiences for nursing students need to ensure meaningful teaching and learning experiences. This learning should assist future nurses to interrogate their complicity within a system of white dominance.

Impact: Nurse education delivered today influences and shapes nurses of the future. Nurses are the cornerstone of healthcare and play a significant role in the delivery of equitable healthcare. Nurse academics have a duty of care to inform and highlight health inequities in nursing and ultimately to enhance equity in care.

Item Type: Article
Identification Number: https://doi.org/10.1111/jan.14965
Date: 10 July 2021
Subjects: B700 Nursing
Divisions: Faculty of Health, Education and Life Sciences > School of Nursing and Midwifery
REF UoA Output Collections > REF2021 UoA 03: Allied Health Professions, Dentistry, Nursing & Pharmacy
Depositing User: Joanne Brooke
Date Deposited: 30 Jun 2021 09:22
Last Modified: 16 Jul 2021 15:39
URI: http://www.open-access.bcu.ac.uk/id/eprint/11852

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