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Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators

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Publicado en:Journal of Nursing Education (Mar 2025), p. 1
Autor principal: Boakye, Priscilla
Otros Autores: Lewis, Lathania, Ranieri, Victoria
Publicado:
SLACK INCORPORATED
Materias:
Teaching
Students
Nursing education
Collaboration
Systemic racism
Generation Z
Teachers
COVID-19
Simulation
Curriculum development
Social justice
Classrooms
Inclusion
Oppression
Pandemics
Millennials
Eurocentrism
Coronaviruses
Learning
Course Descriptions
School Desegregation
Student Development
Social Development
Learning Strategies
Learning Processes
Social Problems
Learning Experience
Racial Discrimination
Transformative Learning
Course Content
Lifelong Learning
Learner Engagement
Participant Satisfaction
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Resumen:Background The coronavirus disease 2019 (COVID-19) pandemic exposed long-standing connections between health inequity and social injustice. With Millennials and Gen Z at the forefront of protests against racial injustices, the disconnect between students and educators is increasing. Students expect educators to trouble the comfort zone of the classroom and clinical settings to address the complex dynamics of anti-Black racism and oppressive practices. Educators are challenged to be critical allies for transformative learning to occur. Method The innovative co-creation of a teaching and learning model involving educators and students is introduced. Results Centering educators as critical allies, the model demonstrates how, using the three P components of people, place, and program, educators can integrate the principles of equity, diversity, and inclusion for a transformative experience that will bolster the student-educator relationship. Conclusion Educators as critical allies are central to dismantling anti-Black racism and other forms of oppression through teaching and learning. [J Nurs Educ. 2025;64(X):XXX-XXX.]
ISSN:0148-4834
1938-2421
0022-3158
DOI:10.3928/01484834-20250108-06
Fuente:Health & Medical Collection