Antidiscrimination pedagogical approaches to enhance diversity and inclusion in undergraduate nursing education: A critical analysis

Abstract

Background and objective: Nursing plays a vital role in promoting antidiscrimination pedagogical approaches within education. However, there remains a gap in developing inclusive teaching practices for ensuring culturally responsive nursing education.  The objective of this study was to critically examine antidiscrimination pedagogical strategies designed to foster diversity and inclusion among undergraduate nursing students.

Methods: A critical interpretive qualitative study included a convenience sample of ninety-seven participants enrolled in an undergraduate nursing program at a Canadian university. A purposive sampling and an online survey were used for data collection. An antidiscrimination pedagogical strategy was used including pre-simulation, pre-briefing, simulation, debriefing, reflection and self-evaluation. 

Results: Three themes emerged that focused on cultural and ethical understanding, active engagement and discussion, and gender and language illustration to understand the goals, strategies and impact of the case scenario.

Conclusions: This study demonstrates that implementing antidiscriminatory pedagogical strategies in nursing education yields benefits for fostering diversity and inclusion. Fostering an inclusive, culturally responsive, and equitable safe learning environment, enhances earning outcomes and promotes professional growth.

Implications: The implementation of anti-discrimination teaching pedagogy depends on nurse educators to integrate simulation-based education. Debriefing and reflection will ensure engaging students in diverse scenarios to apply responsive practices in nursing care.