The perspectives of nursing students regarding the incorporation of African traditional indigenous knowledge in the curriculum

Decolonizing nursing for health equity: A scoping review

BACKGROUND

The recent push to "decolonize nursing" has become a critical movement to address institutional racism, but the term has circulated through nursing circles enough to risk becoming a buzzword.

PURPOSE

This article clarifies "decolonizing nursing" by addressing the following questions: (a) How has "decolonizing nursing" been discussed in nursing research? (b) What specific projects have been implemented to decolonize nursing? (c) How has decolonizing nursing been related to health equity?

METHODS

We conducted a scoping review and searched CINAHL, PubMed, and PsycINFO databases. A total of N = 56 records were included.

DISCUSSION

"Decolonization" has referred to a range of ideas related to resisting Western ideals, legitimizing Indigenous knowledge, and repatriating land and territory especially to Indigenous and dispossessed communities. Few empirical studies have examined the relationship between decolonization or colonialism and specific health outcomes.

CONCLUSION

Decolonization differs from other social justice initiatives. To clarify what decolonizing nursing means, researchers can engage with historical, interdisciplinary, and community-based participatory research. In turn, nursing research will understand colonialism's historical context, provide evidence that supports policies that protect Indigenous territory, and design clinical interventions that promote health equity for dispossessed populations.

Towards Decolonizing the Self: Nurse Educators' Engagement in Personal Mastery

Background: Nursing education in South Africa is undergoing reforms to respond to changes brought about by a new higher education qualifications framework. These reforms are happening in an era when leaders, educators, and students in higher education institutions are engaged in dialogs about decolonizing institutions, curricula, and pedagogy. Of the numerous calls for this decolonization, few have given attention to decolonizing the self. Confronting coloniality in educational institutions may elicit resistance to change and feelings of discomfort, anxiety, and fear. Engagement in personal mastery practices could be useful for nurse educators engaged in efforts to confront and deal with their own discourses that may embody and promote coloniality. Aim: This article explores how nurse educators can utilize personal mastery in dealing with their own perceived coloniality, focusing on taking ownership of self-leadership during a reflection on one's own behavior as a nurse educator. Methods: Drawn from the findings of a mixed-methods study, the integrated data prompted three themes addressing self-leadership: Taking ownership, motivational factors, and facilitating self-leadership in nurse educators. Conclusion: Engagement in personal mastery could assist nurse educators in bringing about decoloniality in nursing education institutions. Implications for Practice: Institutions should provide nurse educators with environments that support continuous professional development.

Engaging nurses in research awareness using a new style of hospital journal club - a descriptive evaluation

BACKGROUND

Nurses, especially nurses in Africa, face barriers when trying to access and apply literature. These challenges include paywalls; complex academic language; and journal content which is hard to translate to local realities.

OBJECTIVES

To investigate nurses' self-reported experiences of participating in a monthly hospital wide journal club at the Red Cross War Memorial Children's Hospital (RCWMCH).

DESIGN

This descriptive study used a researcher-designed quantitative questionnaire design. The Revised Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) guideline were used.

SETTING

Red Cross War Memorial Children's Hospital (RCWMCH) in Cape Town, South Africa.

PARTICIPANTS

All cadres of nurses working at the Red Cross War Memorial Children's Hospital (RCWMCH) who had attended six or more hospital journal club sessions at RCWMCH over the previous two years.

METHODS

A descriptive study using a researcher-designed quantitative questionnaire.

RESULTS

155 participants completed the survey (96.87% response rate). Participants self-reported an improved knowledge of the main sections of a journal article (p < 0.001) and a significant increase in talking to colleagues about evidence-based nursing practice after attending journal club (p < 0.001).

CONCLUSIONS

Attendance at a journal club appears to contribute to increased access to scientific literature, personal and organisational habits of reading, and collaborative exploration of clinical practice for nurses of all cadres. Innovative facilitation methods (including large-scale graphic facilitation) may contribute to efficacy and popularity of sessions.