Abstract
Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.
| Original language | English (US) |
|---|---|
| Journal | Policy, Politics, and Nursing Practice |
| DOIs | |
| State | Accepted/In press - Jan 1 2019 |
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Keywords
- community health nursing
- nursing education
- nursing faculty
- social justice
ASJC Scopus subject areas
- Leadership and Management
- Issues, ethics and legal aspects
Cite this
“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice. / Valderama-Wallace, Claire P.; Apesoa-Varano, Ester Carolina.
In: Policy, Politics, and Nursing Practice, 01.01.2019.Research output: Contribution to journal › Article
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TY - JOUR
T1 - “Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice
AU - Valderama-Wallace, Claire P.
AU - Apesoa-Varano, Ester Carolina
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.
AB - Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.
KW - community health nursing
KW - nursing education
KW - nursing faculty
KW - social justice
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U2 - 10.1177/1527154419881726
DO - 10.1177/1527154419881726
M3 - Article
AN - SCOPUS:85074488837
JO - Policy, Politics, and Nursing Practice
JF - Policy, Politics, and Nursing Practice
SN - 1527-1544
ER -