Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators
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| Publicado en: | Journal of Nursing Education vol. 64, no. 9 (Sep 2025), p. e136 |
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| Autor principal: | |
| Otros Autores: | , |
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SLACK INCORPORATED
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| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3928/01484834-20250108-06 |2 doi | |
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| 045 | 2 | |b d20250901 |b d20250930 | |
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| 100 | 1 | |a Boakye, Priscilla | |
| 245 | 1 | |a Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators | |
| 260 | |b SLACK INCORPORATED |c Sep 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Nursing education | ||
| 653 | |a Collaboration | ||
| 653 | |a Systemic racism | ||
| 653 | |a Generation Z | ||
| 653 | |a Teachers | ||
| 653 | |a COVID-19 | ||
| 653 | |a Simulation | ||
| 653 | |a Curriculum development | ||
| 653 | |a Social justice | ||
| 653 | |a Classrooms | ||
| 653 | |a Inclusion | ||
| 653 | |a Oppression | ||
| 653 | |a Pandemics | ||
| 653 | |a Millennials | ||
| 653 | |a Eurocentrism | ||
| 653 | |a Coronaviruses | ||
| 653 | |a Learning | ||
| 653 | |a Health disparities | ||
| 653 | |a Course Descriptions | ||
| 653 | |a School Desegregation | ||
| 653 | |a Institutional Role | ||
| 653 | |a Social Development | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Learning Processes | ||
| 653 | |a Social Problems | ||
| 653 | |a Learning Experience | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Racial Discrimination | ||
| 653 | |a Ideology | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Expectation | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Resource Allocation | ||
| 653 | |a Participant Satisfaction | ||
| 700 | 1 | |a Lewis, Lathania | |
| 700 | 1 | |a Ranieri, Victoria | |
| 773 | 0 | |t Journal of Nursing Education |g vol. 64, no. 9 (Sep 2025), p. e136 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3249062550/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3249062550/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3249062550/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |