Evidencing diversity: development of a structured tool for investigating teaching of pressure injury on people with darker skin tones.

Oozageer Gunowa, N; Hutchinson, M; Brooke, J; Aveyard, H; Jackson, D

Evidencing diversity: development of a structured tool for investigating teaching of pressure injury on people with darker skin tones.

Oozageer Gunowa, N Hutchinson, M Brooke, J Aveyard, H Jackson, D

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Publisher:: RCN Publishing (RCNi)
Publication Type:: Journal Article
Citation:: Nurse Researcher, 2021, 29, (2), pp. 17-24
Issue Date:: 2021-06

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Field	Value	Language
dc.contributor.author	Oozageer Gunowa, N
dc.contributor.author	Hutchinson, M
dc.contributor.author	Brooke, J
dc.contributor.author	Aveyard, H
dc.contributor.author	Jackson, D https://orcid.org/0000-0001-5252-5325
dc.date.accessioned	2021-09-30T05:36:43Z
dc.date.available	2020-10-29
dc.date.available	2021-09-30T05:36:43Z
dc.date.issued	2021-06
dc.identifier.citation	Nurse Researcher, 2021, 29, (2), pp. 17-24
dc.identifier.issn	1351-5578
dc.identifier.issn	2047-8992
dc.identifier.uri	http://hdl.handle.net/10453/150762
dc.description.abstract	Background: Dismantling structural racism challenges nurses to consider the extent to which issues of inclusion, diversity and race are operationalised in day-to-day professional practice. This includes nurse education. To be truly effective, any examination of teaching content in nurse education needs to be investigated through document analysis plus observation in the classroom. However, tools to ensure consistency between these methods of collecting data are limited. Aim: To design a structured tool for collecting data by analysing teaching materials and observing teaching on pressure injuries and people with darker skin tones. Discussion: This novel approach of using a single tool provides a unique opportunity to explore teaching materials and what is actually taught in the classroom. The data collected can assist with comparative analysis, enabling an in-depth view of curriculum content. Conclusion: The nuanced and subtle data gathered using the complementarity of analysis between teaching materials and teaching observations in the exemplar tool presented created a unique data set for examination. Implications for practice: This tool has broad applications for nurse researchers, particularly for examining topics that are often perceived to be sensitive, such as race and skin tone. It can be used for in-depth scrutiny of classroom teaching, to develop and influence curriculum content and team discussions, and in larger studies exploring nurse education content.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	RCN Publishing (RCNi)
dc.relation.ispartof	Nurse Researcher
dc.relation.isbasedon	10.7748/nr.2021.e1761
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing
dc.title	Evidencing diversity: development of a structured tool for investigating teaching of pressure injury on people with darker skin tones.
dc.type	Journal Article
utslib.citation.volume	29
utslib.location.activity	England
utslib.for	1110 Nursing
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2021-09-30T05:36:42Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	29
utslib.citation.issue	2

Abstract:

Background: Dismantling structural racism challenges nurses to consider the extent to which issues of inclusion, diversity and race are operationalised in day-to-day professional practice. This includes nurse education. To be truly effective, any examination of teaching content in nurse education needs to be investigated through document analysis plus observation in the classroom. However, tools to ensure consistency between these methods of collecting data are limited. Aim: To design a structured tool for collecting data by analysing teaching materials and observing teaching on pressure injuries and people with darker skin tones. Discussion: This novel approach of using a single tool provides a unique opportunity to explore teaching materials and what is actually taught in the classroom. The data collected can assist with comparative analysis, enabling an in-depth view of curriculum content. Conclusion: The nuanced and subtle data gathered using the complementarity of analysis between teaching materials and teaching observations in the exemplar tool presented created a unique data set for examination. Implications for practice: This tool has broad applications for nurse researchers, particularly for examining topics that are often perceived to be sensitive, such as race and skin tone. It can be used for in-depth scrutiny of classroom teaching, to develop and influence curriculum content and team discussions, and in larger studies exploring nurse education content.

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http://hdl.handle.net/10453/150762