Does Anti-Racism Education Check the Box or Move the Needle?

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Identifier Mamiya-Hruska_NURS-4605_EBP_2020
Title Does Anti-Racism Education Check the Box or Move the Needle?
Creator Mamiya-Hruska, Katrina
Description Racial health disparities are evident and persistent. Research on how pedagogical interventions can improve patient outcomes related to implicit bias and health disparities is limited. The University of Utah College of Nursing (CON) graduates ~130 new RNs into the state workforce every year. The CON occupies a pivotal, upstream position where its curricular strategies can impact student learning outcomes, which will then reasonably affect the health of innumerable patients for years to come. Current CON practices borrow from Gatewood, Broholm, & Yingling (2019) study and include pre-readings, an Implicit Association Test, and private written reflection. The CON does not currently collect data outside of routine grading and course evaluations.
Subject Evidence-Based Nursing; Evidence-Based Practice; Education, Nursing; Racism; Healthcare Disparities; Health Status Disparities; Problem-Based Learning; Group Processes; Attitude of Health Personnel; Learning; Research Design
Publisher Spencer S. Eccles Health Sciences Library, University of Utah
Date 2020
Date Digital 2020
Language eng
ARK ark:/87278/s6c3078f
Relation is Part of Nursing 4605 Evidence Based Practice Posters
Format application/pdf
Rights © 2020 College of Nursing, University of Utah
Type Text
Setname ehsl_nursebp
Date Created 2020-05-05
Date Modified 2021-05-06
ID 1547156
Reference URL
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