TY - JOUR
T1 - Drafting a diversity, equity, and inclusion textbook inventory
T2 - Assumptions, concepts, conceptual framework
AU - Dillard-Wright, Jessica
AU - Gazaway, Shena
N1 - Funding Information:
Through concerted efforts of organizations like the American Association of Colleges of Nursing (AACN), who have developed and disseminated schema for recruiting students from diverse backgrounds, nursing education programs are growing more diverse (AACN, 2019). These efforts are supported by grant-funding initiatives targeted at supporting students from currently-minoritized backgrounds through financial and scholastic assistance, including campaigns from bodies like the Robert Wood Johnson Foundation, HRSA, Johnson and Johnson's Future of Nursing Campaign.
Publisher Copyright:
© 2021 Organization for Associate Degree Nursing
PY - 2021/7
Y1 - 2021/7
N2 - 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.
AB - 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.
KW - Diversity
KW - Equity
KW - Inclusion
KW - Justice
KW - Nursing
KW - Textbooks
UR - http://www.scopus.com/inward/record.url?scp=85101158255&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85101158255&partnerID=8YFLogxK
U2 - 10.1016/j.teln.2021.02.001
DO - 10.1016/j.teln.2021.02.001
M3 - Article
AN - SCOPUS:85101158255
SN - 1557-3087
VL - 16
SP - 247
EP - 253
JO - Teaching and Learning in Nursing
JF - Teaching and Learning in Nursing
IS - 3
ER -