Equity Walks for Inclusive Learning Environments
Standing
Undergraduate
Type of Proposal
Oral Research Presentation
Challenges Theme
Open Challenge
Faculty Sponsor
Rachel Elliott
Proposal
Abstract: Nursing educators are called to purposefully address diversity, equity, decolonization, and inclusion in undergraduate nursing curriculum. Significant attention has been directed toward addressing health inequities at population and systems levels, yet little progress has been made in identifying approaches in nursing education to enhance equitable environments for undergraduate students to reach their fullest potential. The purpose of this participatory action project is to understand undergraduate nursing student perceptions of equity in the learning environment through participation in a guided equity walk. Equity walks are a structured process that provides guidance on recognizing, designing, and implementing effective change strategies to establish more equity-minded and culturally safe environments. This methodology will be rooted in postcolonial theory with the end aim of creating sustainable, action-oriented outcomes. Nursing educators and fourth year undergraduate nursing students will critically examine institutional policies, practices, and structures through an intersectional lens. Following the walk, focus groups will be facilitated by members of the research team. Data analysis will take place concurrently with data collection with the aim of data immersion to inform subsequent focus groups. Within the Faculty of Nursing, a significant shift to a concept-based curriculum identifies the third year as 'Nurse as Change Agent'. This project aids overall program evaluation to improve teaching/learning, aligns with the ongoing initiatives of the University of Windsor, and is innovative for nursing education with the potential to make meaningful organizational change to create and sustain an inclusive and culturally safe environment where all nursing students feel they can succeed.
Grand Challenges
Viable, Healthy and Safe Communities
Equity Walks for Inclusive Learning Environments
Abstract: Nursing educators are called to purposefully address diversity, equity, decolonization, and inclusion in undergraduate nursing curriculum. Significant attention has been directed toward addressing health inequities at population and systems levels, yet little progress has been made in identifying approaches in nursing education to enhance equitable environments for undergraduate students to reach their fullest potential. The purpose of this participatory action project is to understand undergraduate nursing student perceptions of equity in the learning environment through participation in a guided equity walk. Equity walks are a structured process that provides guidance on recognizing, designing, and implementing effective change strategies to establish more equity-minded and culturally safe environments. This methodology will be rooted in postcolonial theory with the end aim of creating sustainable, action-oriented outcomes. Nursing educators and fourth year undergraduate nursing students will critically examine institutional policies, practices, and structures through an intersectional lens. Following the walk, focus groups will be facilitated by members of the research team. Data analysis will take place concurrently with data collection with the aim of data immersion to inform subsequent focus groups. Within the Faculty of Nursing, a significant shift to a concept-based curriculum identifies the third year as 'Nurse as Change Agent'. This project aids overall program evaluation to improve teaching/learning, aligns with the ongoing initiatives of the University of Windsor, and is innovative for nursing education with the potential to make meaningful organizational change to create and sustain an inclusive and culturally safe environment where all nursing students feel they can succeed.