Microaggressions in Nursing.

How to address these behaviors to promote health equity and inclusion.

Social Determinants of Health Within Nursing Curricula: Nurse Educators' Knowledge and Attitudes.

BACKGROUND: Social determinants of health (SDOH) recently have received national attention. Nursing curricula historically have focused on the mastery of clinical skills, whereas topics related to social justice and equity have been relegated to courses in community health. Little is known about nurse educators' knowledge of SDOH and attitudes about incorporating SDOH content into existing nursing curricula. This study was designed to address identified gaps in knowledge about SDOH and faculty attitudes on including SDOH content into nursing curricula. METHOD: This study used a quantitative cross-sectional design. A sample of 276 nursing faculty participated in this study. Chi-square analysis and descriptive statistics were used to analyze the data. RESULTS: Overall, knowledge of SDOH was high. Attitudes about including content on SDOH were favorable. Differences in knowledge and attitudes about SDOH were noted when compared by participant demographics. CONCLUSION: More research is needed on effectively incorporating SDOH content into existing nursing curricula. [J Nurs Educ. 2023;62(11):614-622.].

Teaching the Social Determinants of Health to Health Professional Students Using Theatre.

BACKGROUND: As the education of more health professional students continues to evolve, it is crucial to consider how these students are taught about the social determinants of health (SDOH). While these concepts are regular language within the field of public health, they are new within most health professions education programs. Thus, faculty may be grappling with how to teach SDOH concepts to their students. METHODS: Using theatre as a guide, scenarios were developed to expose health professions students to the SDOH. RESULTS: Guided process in the development of theatrical scenarios to support the teaching of SDOH to health professions students. CONCLUSION: The use of theatrical scenarios presents one way that may prove to be effective in teaching the concepts of the SDOH to health professions students. The guided process discussed may make it easier for faculty to reproduce similar scenarios that better expose health professions students to the concepts of the SDOH.

Exploring the Psychosocial Impact of Living With HIV on Minority Older Women.

BACKGROUND: Among older adults, minority older women will account for 60% of the new HIV diagnoses. The psychosocial impact of living with HIV among this vulnerable population narrated by their own voices has been understudied. AIMS: The purpose of this study was to explore the psychosocial impact of living with HIV on minority older women. METHODS: In-depth interviews were conducted with 28 minority older women living with HIV at an Ambulatory Care Center HIV Clinic in South Florida. All interviews were audio-recorded and transcribed verbatim. Conventional content analysis was used to identify and define the major themes that emerged from the interviews. Questions included those concerning description of life after the HIV diagnosis, most challenging aspects of life after the diagnosis, and daily activities since the diagnosis. RESULTS: The analysis of the interview data led to five main themes: (I) Social Impact of HIV, (II) Threats to Health and Well-Being, (III) HIV as a Death Sentence, (IV) Spirituality, and (V) HIV Treatment Adherence. In their narratives, women described a myriad of psychosocial issues such as depressed mood, isolation, economic challenges, stigma, anhedonia of interest, fear of death, among others. CONCLUSIONS: There is a compelling empirical need for rapid implementation of a culturally tailored, holistic, low-cost, multistrategy intervention to early screen and reduce the psychosocial impact of HIV among minority older women.

Using the Four Pillars of FLIP to Implement Flipped Learning in an Undergraduate Nursing Research and Evidence-Based Practice Course.

ABSTRACT: Nurse faculty teaching undergraduate nursing research and evidence-based practice are challenged to find creative and engaging instructional strategies that have positive learning outcomes. Utilizing the Flipped Learning Network's Four Pillars of FLIP, an undergraduate nursing research and evidence-based practice course for an accelerated nursing program was transformed from a traditional classroom to a flipped learning model. This article describes active learning strategies used, along with lessons learned for future implementation.

English-As-A-Second-Language (ESL) Nursing Students' Academic Integration: A Review of Literature.

AIM: The purpose of this literature review is to provide nurse educators with the evidence necessary to support future research and expansion of programs for English-as-a-second-language (ESL) nursing students. BACKGROUND: Nursing education has expanded significantly in response to the Institute of Medicine's 2010 call for an increase in the number of baccalaureate-prepared nurses. The demographics of nursing students have also grown to include those who are ethnically and linguistically diverse. This literature review presents a robust compilation of evidence providing insight into the integration experience of nursing students from diverse cultural and language backgrounds. METHOD: Peer-reviewed articles, along with other seminal sources, were identified. RESULTS: The evidence highlights student challenges with academic language, cultural stressors, and faculty support. CONCLUSION: Findings indicate that ESL nursing students experience challenges with academic integration. Future research can provide insight into how these students navigate specific learning environments.

Cultural Integration Online: The Lived Experience of English-as-a-Second-Language RN-BSN Nursing Students Learning in an Online Environment.

AIM: The aim of this study was to explore the lived experience of RN-BSN English-as-a-second-language (ESL) nursing students who are engaged in learning online. BACKGROUND: Enrollment in RN-BSN degree completion programs has increased in the last several years, leading to a rise in program offerings online. There is limited research about the experiences of students who speak ESL. METHOD: Ten individual interviews were conducted incorporating van Manen's methodological steps for exploring the lived experience. RESULTS: Through phenomenological reflection, five major themes emerged: understanding the online classroom, expressing culture online, alone but not lonely, writing as a surmountable barrier, and faculty role in the online journey. CONCLUSION: RN-BSN ESL nursing students who pursue their degree online do so for convenience and flexibility. Exploring their lived experiences offered insight into their personal challenges and triumphs with integration, writing, and obtaining support for success.

Women's and Healthcare Workers' Beliefs and Experiences Surrounding Abortion: The Case of Haiti.

PURPOSE: Women in developing countries usually encounter serious inequities in terms of women's health. To date, there is limited understanding of abortion from the perspective of Haitian women. As a limited-resource country, Haiti faces complex social issues and healthcare challenges. With abortion being illegal, many adult and teenage women seek clandestine abortions. The aim of this study was to explore and gain a greater understanding of women's and healthcare workers' beliefs and experiences about abortion in Haiti. METHODS: Descriptive qualitative design was used to elicit information for the study. Eight focus groups were conducted with Haitian women and healthcare workers in five communities in the south of Haiti: Les Cayes, Aquin, St. Louis du Sud, Cavaillon, Maniche, and Ile a Vache. Participants were purposively selected and consented to participate and to be tape recorded. Content analysis followed using the verbatim transcripts, with triangulation of four researchers; saturation was reached with this number of focus groups. FINDINGS: The transcripts revealed six main themes regarding beliefs and experiences about abortion in Haiti: cultural aspects, consumers, perils of care, and legal concerns. Both women and healthcare workers discussed the repercussions of illegal abortion and the role of the government and hospitals. Participants identified similar perils and complications of unsafe abortions, such as postpartum hemorrhage and infection. CONCLUSIONS: Results showed an urgent need to create a public health response that addresses different dimensions of abortion by engaging women and healthcare providers in rapid and concrete actions that promote access and safe care of women. It is imperative to conduct more research related to abortion in order to examine other associated factors to better understand the links between abortion and sexual health disparities among Haitian women. These results highlight the need for a rapid response to the need of this vulnerable group, who are experiencing high rates of mortality. This can also serve as a directive to approach this issue in other developing countries in the Caribbean region, particularly from its clinical relevance. CLINICAL RELEVANCE: Unsafe abortions are prevalent in developing countries; yet limited research exists on the topic. It is paramount to gain an understanding of the women's and healthcare workers' beliefs and experiences surrounding abortion, in order to develop interventions that prevent abortion complications in Haitian women.