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 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

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. 29, 2, 17-24. doi: 10.7748/nr.2021.e1761

Correspondence

15129387@brookes.ac.uk

Peer review

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

Conflict of interest

None declared

Permission

To reuse this article or for information about reprints and permissions, please contact permissions@rcni.com

Write for us

For information about writing for RCNi journals, contact writeforus@rcni.com

For author guidelines, go to rcni.com/write-for-nurse-researcher

Want to read more?

Already subscribed? Log in

OR

Unlock full access to RCNi Plus today

Save over 50% on your first 3 months

Your subscription package includes:
  • Unlimited online access to all 10 RCNi Journals and their archives
  • Customisable dashboard featuring 200+ topics
  • RCNi Learning featuring 180+ RCN accredited learning modules
  • RCNi Portfolio to build evidence for revalidation
  • Personalised newsletters tailored to your interests
Subscribe
RCN student member? Try Nursing Standard Student

Alternatively, you can purchase access to this article for the next seven days. Buy now

Or