Associate Professor Teresa Brockie A’aninin Nation
PhD, MSN, BSN, RN
Johns Hopkins School of Nursing, United States of America
Bolstering Equity, Anti-Racism, and Inclusivity within a Research-Practice Partnership for a Native American Context: Findings from a Nursing PhD curriculum review
Brockie, T., Decker, E., Jagasia, E., Kazemi, M., & Nelson, K.
15-minute Oral Presentation
Tuesday 10 December, 2:10pm
Purpose: To conduct a review of the Doctor of Philosophy (PhD) curriculum at Johns Hopkins School of Nursing (JHSON) for inclusion of Indigenous Methodologies and related concepts.
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Methods: Utilizing Lane and Waldron’s (2020) Rubric for Fostering Equity, Diversity, and Cultures of Inclusiveness two doctoral students performed a review of the PhD curriculum, providing a holistic ranking of each core and elective course in the PhD program. Reviewers searched course syllabi, faculty feedback forms, and each online course website, for evidence of the following terms: equity, anti-racism, Indigenous Peoples, Indigenous methodologies, and other related concepts being taught, broadly discussed, or supplemented in course resources across the 11 courses.
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Results: Of the 11 courses reviewed, one course referenced colonialism, Indigenous Peoples, and Indigenous research methodologies in a required course reading. Zero referenced racism, antiracism, or oppression.
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Conclusions: Frequent review and assessment of curricula are important for gauging the level of equity and inclusivity within courses. Recommendations include development of faculty trainings on Decolonizing Nursing, Indigenous Cultural Safety, and Application of Indigenous Health Approaches to Nursing Research, Practice, and Education to increase the 1) inclusion of Native American content in JHSON curricula; and 2) faculty capacity to collaborate with Native American communities.