Inclusive and Exclusive Language and Content in Open-Access Nursing Fundamentals Texts

AIM: This study used directed qualitative content analysis to analyze chapters from two open-access nursing fundamentals textbooks for inclusive and exclusive language. BACKGROUND: Textbooks may reinforce implicit bias, subverting efforts to advance inclusive pedagogy. METHOD: Ten chapters were analyzed based on seven inclusive and exclusive codes derived from the literature. The two inclusive codes were inclusive/equity language and race-based prevalence with context. The five exclusive codes were normalizing whiteness in assessment, stigmatizing language/negative descriptors, race-based prevalence without context, cisgenderism, and othering. RESULTS: Exclusive codes (n = 281) were more prevalent than inclusive codes (n = 165). Three codes were refined from the analysis. Race-based prevalence with and without context was expanded to disparity-based language with and without context. The inclusive/equity language code was refined to add imagery. CONCLUSION: We recommend evaluating learning resources to ensure they communicate the values and content important for student learning of safe, equitable nursing practice.