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

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

Neesha Oozageer Gunowa PhD candidate, Faculty of Health, Social Care and Education, Faculty of Health and Life Sciences, Oxford Institute of Nursing, Midwifery and Allied Health Research (OxINMAHR) HQ, Oxford Brookes University, Oxford, England
Marie Hutchinson Professor, Southern Cross University, East Lismore, NSW, Australia
Joanne Brooke Professor, Birmingham City University, Birmingham, England
Helen Aveyard Principal lecturer for student experience, Oxford Brookes University, Oxford, England
Debra Jackson Professor of nursing, University of Technology Sydney, Ultimo, NSW, Australia

Why you should read this article
  • To understand the role nurse educators and academics play in contributing to equity in healthcare.

  • To comprehend the need for a systematic approach towards data collection in teaching.

  • To make use of a structured tool to analyse teaching documents and observe teaching sessions.

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.

Nurse Researcher. doi: 10.7748/nr.2021.e1761

Peer review

This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software

Correspondence

15129387@brookes.ac.uk

Conflict of interest

None declared

Oozageer Gunowa N, Hutchinson M, Brooke J et al (2021) Evidencing diversity: development of a structured tool for investigating teaching of pressure injury on people with darker skin tones. Nurse Researcher. doi: 10.7748/nr.2021.e1761

Published online: 01 April 2021

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