Is teaching anti-Black racism relevant when recreating a post-COVID nursing curriculum?
Bibliographic record
Abstract
Abstract During the COVID-19 pandemic several issues were galvanized as global urgencies. One of which was racism, following reports that Black and low-income communities were disproportionately impacted by the pandemic (Public Health Agency of Canada, 2021) and the lack of race-based data in Canada (Ahmed et al.,2021). But it was the racially induced killing of George Floyd and others that brought global awareness through the Black Lives Matter movement of the extent of structural and institutional racism. We witnessed a convergence of protests regarding anti-Black racism, anti-Indigenous racism, anti-Asian racism, and more recently Islamophobia. These series of events have led to emerging and compelling questions from millennials and Generation Zs within the nursing classroom. Nursing education is called to embrace and draw upon multiple forms of pedagogies, methodologies, and theories that reflect and support student learning and enquiry (Coleman, 2020; Prendergast et al., 2020;). Nursing education’s longstanding history with colonial frameworks, practices, and standards (Holmes, 2008; McGibbon et al, 2014; Waite & Nardi, 2019), attests to the need to decolonize the nursing classroom, which in effect will decolonize colonial practices within clinical settings. One approach to assist nursing education in the classroom and workplace setting is introducing anti-Black racism (ABR) within the nursing curricula. ABR was coined by Akua Benjamin (2003) to explain the historical, lived experiences of African Canadians, and how colonial legacies in policies and institutions continue to mask racist practices. ABR creates spaces of resistances that can protect recipients and providers of the healthcare system and can disclose and rupture any invisible forms of inequitable practices. Based on the four tenets of ABR, which are, history, experience, invisibility, and legacy, ABR creates critical thinking and dialogues across multiple barriers, therefore providing opportunities for transformative learning and action. By implementing ABR within the nursing curricula, nurses may gain meaningful insights into the various ways racism plays out in the lived experiences of Black, Indigenous, and People of Colour by engaging the student into historical events and lived experiences that expound on varied forms of physical, mental and social enslavements. This presentation will conceptually illustrate the relevance of implementing anti-Black racism within Canadian nursing curricula as an effective strategy that can respond to issues pervading the current climate as well as support student learning and development. As nursing has an ethical responsibility to prepare and educate students to care and protect patients, nursing is also called upon to decolonize its classroom, reform educators and students, and create new practices that will reflect a new, post covid curricula. References Ahmed, R., Omer, J., Ishak, W., Nabi, K., & Mustafa, N. (2021). Racial equity in the fight against COVID-19: a qualitative study examining the importance of collecting race-based data in the Canadian context. Tropical Diseases, Travel Medicine and Vaccines, 7, 1-6. http://dx.doi.org/10.1186/s40794-021-00138-2 Benjamin, L. A. (2003). The Black/Jamaican criminal: The making of ideology (Publication No.305258209). [Doctoral dissertation, University of Toronto]. ProQuest Dissertations and Theses Global. Coleman, T. (2020). Anti-racism in nursing education: Recommendations for racial justice praxis. Journal of Nursing Education, 59(11), 642-645. doi: 10.3928/01484834-20201020-08 Holmes, D., Roy, B. & Perron, A. (2008). The Use of Postcolonialism in the Nursing Domain. Advances in Nursing Science, 31 (1), 42-51. doi: 10.1097/01.ANS.0000311528.73564.83 McGibbon, E., Mulaudzi, F. M., Didham, P., Barton, S., & Sochan, A. (2014). Toward decolonizing nursing: The colonization of nursing and strategies for increasing the counter‐narrative. Nursing inquiry, 21(3), 179-191. Public Health Agency of Canada. (2020). Social determinants and inequities in health for Black Canadians: A snapshot. https://www.canada.ca/en/public-health/services/health-promotion/population-health/what-determines-health/social-determinants-inequities-black-canadians-snapshot.html Prendergast, N., Abumbi, G., & Beausoleil, L. (2020). An open letter to CNA on the reality of racism in nursing. https://canadian-nurse.com/en/articles/issues/2020/august-2020/an-open-letter-to-cna-on-the-reality-of-racism-in-nursing. Waite, R., & Nardi, D. (2019). Nursing colonialism in America: Implications for nursing leadership. Journal of Professional Nursing, 35(1), 18-25. Nursing education’s longstanding history with colonial frameworks, practices, and standards (Holmes, 2008; McGibbon et al, 2014; Waite & Nardi, 2019), attests to the need to decolonize the nursing classroom, which in effect will decolonize colonial practices within clinical settings. One approach to assist nursing education in the classroom and workplace setting is introducing anti-Black racism (ABR) within the nursing curricula. ABR was coined by Akua Benjamin (2003) to explain the historical, lived experiences of African Canadians, and how colonial legacies in policies and institutions continue to mask racist practices. ABR creates spaces of resistances that can protect recipients and providers of the healthcare system and can disclose and rupture any invisible forms of inequitable practices. Based on the four tenets of ABR, which are, history, experience, invisibility, and legacy, ABR creates critical thinking and dialogues across multiple barriers, therefore providing opportunities for transformative learning and action. By implementing ABR within the nursing curricula, nurses may gain meaningful insights into the various ways racism plays out in the lived experiences of Black, Indigenous, and People of Colour by engaging the student into historical events and lived experiences that expound on varied forms of physical, mental and social enslavements. This presentation will conceptually illustrate the relevance of implementing anti-Black racism within Canadian nursing curricula as an effective strategy that can respond to issues pervading the current climate as well as support student learning and development. As nursing has an ethical responsibility to prepare and educate students to care and protect patients, nursing is also called upon to decolonize its classroom, reform educators and students, and create new practices that will reflect a new, post covid curricula.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".