Discussion of Identity and Implicit Bias: A Strategy to Address Racism and Social Justice in Pediatric Nursing Education

Kristen E Stevens; Elizabeth G Choma; Julia A Clarke; Jennifer M Walsh

doi:10.1097/01.NEP.0000000000001033

Discussion of Identity and Implicit Bias: A Strategy to Address Racism and Social Justice in Pediatric Nursing Education

Nurs Educ Perspect. 2023 Mar 4. doi: 10.1097/01.NEP.0000000000001033. Online ahead of print.

Authors

Kristen E Stevens¹, Elizabeth G Choma, Julia A Clarke, Jennifer M Walsh

Affiliation

¹ About the Authors The authors are faculty in the School of Nursing, George Washington University, Ashburn, Virginia. Kristen E. Stevens, MS, CPNP-PC, CNEcl, is a clinical education instructor. Elizabeth G. Choma, DNP, MSN, CPNP-PC, is a clinical assistant professor. Julia A. Clarke, MSN, RN, CNS, is a clinical education instructor. Jennifer M. Walsh, DNP, CPNP-PC, CNE, is a clinical assistant professor. The authors extend special thanks to Lisa Glazer, MSEd, Abigail Caldwell, MSN, APRN, and Angela McNelis, PhD, RN, CNE, ANEF, FAAN, for their support. For more information, contact Kristen E. Stevens at kelem03@gwu.edu.

PMID: 36877737
DOI: 10.1097/01.NEP.0000000000001033

Abstract

Nurse educators must weave discussions of systemic racism, social justice, social determinants of health, and psychosocial influences throughout the curriculum. For an online pediatric course, an activity was developed to raise awareness of implicit bias. This experience interfused assigned readings from the literature, introspection of identity, and guided discussion. Framed by principles of transformative learning, faculty facilitated an online dialogue involving groups of 5 to 10 students through aggregated self-descriptors and open prompts. Ground rules for the discussion established psychological safety. This activity complements other schoolwide racial justice initiatives.