Title

Inclusivity in Graduate Nursing Education: A Scoping Review.

Authors

Li, Lin; Kazmie, Nadia; Vandervelde, Cheyanne; Balonjan, Kerry; Strachan, Patricia H.

Abstract

Background: Advancing inclusivity in graduate nursing education is paramount for preparing diverse nursing leaders to mobilize change within health care and educational systems. This scoping review examined inclusivity in graduate nursing education. Method: CINAHL, Medline, and ERIC databases were searched for studies published in English since 2011. Key journals and reference lists of included studies were hand searched. Included studies focused on inclusivity in the context of graduate nursing education. Results: Data from 31 included studies are presented. Most of the studies (n = 22) aimed to cultivate inclusivity among students, primarily through cultural competence training. A few studies enacted inclusivity through program-level strategies (n = 4) or explored the lived experiences of diverse students (n = 5). Conclusion: Future research and education initiatives should advance a more holistic, intersectional approach to cultivating inclusivity, as well as emphasize enacting inclusivity through strategies to transform the learning environment. [J Nurs Educ. 2022;61(12):679–692.]

Subjects

CINAHL database; GRADUATE nursing education; SYSTEMATIC reviews; CULTURAL pluralism; CULTURAL competence; MEDLINE; ERIC (Information retrieval system)

Publication

Journal of Nursing Education, 2022, Vol 61, Issue 12, p679

ISSN

0148-4834

Publication type

Academic Journal

DOI

10.3928/01484834-20221003-04