Drafting a diversity, equity, and inclusion textbook inventory: Assumptions, concepts, conceptual framework

Jessica Dillard-Wright, Shena Gazaway

Research output: Contribution to journalArticlepeer-review

Abstract

Nursing education programs have the sole responsibility to graduate future nurses prepared to care for their patients, families, and communities holistically in a way that is just and equitable, meeting their needs while centering their desires and goals for care. An implicit part of the nurse educator role is to promote efforts to build a more equitable, antiracist, and welcoming world. To this end, we recognize the critical part textbooks play as foundational components of most nursing educational programs. This article outlines the rationale for the development of a textbook inventory for assessing dimensions of diversity, equity, and inclusion in nursing textbooks. Next steps and a robust discussion around future directions are presented to demonstrate our commitment to creating a schema for evaluating nursing texts to ensure that what nursing students are taught is aligned with nursing values, including human dignity, cultural respect, and social justice. Our hope is that the textbook inventory will provide a first step to transforming nursing curriculum in a way that is tangible, making nursing curriculum more welcoming to students while laying groundwork for more robust capacity to care for folks from a wide array of backgrounds.

Original languageEnglish (US)
Pages (from-to)247-253
Number of pages7
JournalTeaching and Learning in Nursing
Volume16
Issue number3
DOIs
StatePublished - Jul 2021

Keywords

  • Diversity
  • Equity
  • Inclusion
  • Justice
  • Nursing
  • Textbooks

ASJC Scopus subject areas

  • Research and Theory
  • Leadership and Management
  • Fundamentals and skills

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