Using simulation-based education to enhance anti-racism learning in nursing

OBJECTIVE: To determine whether simulation-based education promotes anti-racism learning among nursing students. METHODS: This descriptive qualitative study explored how simulation-based education could support anti-racism education in undergraduate nursing curricula. The study consisted of three parts: (a) journal entries, (b) anti-racism workshops and (c) simulation-based education. The three anti-racism workshops were part of the simulation pre-work to prepare students to actively participate in four simulated participant anti-racism scenarios. Content analysis of journal entries using the Sensitizing, Taking Action, and Reflection (STAR) framework suggests that the anti-racism workshops raised awareness of self and others, as well as racism and anti-racism strategies among the participants. Fourteen participants were recruited. Ten provided consent and participated in at least one component of the study, six participated in the simulations, and five completed all 8 journal entries. RESULTS: Our findings indicated the participants engaged in a continuous cycle of sensitization and reflection, which broadened their awareness in four categories: self, others, racism, and anti-racism strategies. As a result, the anti-racism workshops increased awareness of racism among participants. In addition, both were willing and able to address racism and advocate for political change during the simulations. The student participants found the simulated scenarios gave them a greater sense of authenticity when confronting racism. CONCLUSIONS: Anti-racism workshops and SBE are effective ways to support anti-racism learning in undergraduate nursing students. We recommend academic institutions explore ways to integrate antiracism SBE into curricula to support antiracism praxis.