(128) White Nurse Educator Reflections on Implementing and Facilitating Anti-Racist Virtual Simulations

Abstract :

Background: It is imperative that educators prepare graduates to advocate against oppression in society and promote social justice for clients. Interprofessional simulation-based education is a tool that may help to accomplish this goal. However, best practices in anti-racist pedagogy are challenging to implement in resource-limited educational settings.

Aim: In this presentation we reflect on our positionality as white nurse educators who implemented different approaches to virtual simulation preparation, completion, and debriefing.
Project

Description: Virtual simulations focused on addressing racism and microaggressions in clinical settings were implemented at three Canadian sites. Case 1 was implanted at a university with nursing, medicine, and rehabilitation therapy students, and at a college site with nursing and navigation students. Implementation was synchronous at site 1 and asynchronous at site 2, whereas virtual debriefing took place synchronously at both sites. Case 2 was implemented at a third site, a university, with nursing students using a combination of asynchronous and synchronous debriefing.

Discussion: We share the resources we used, the challenges we faced, and will engage in a discussion with the audience about strategies for addressing these challenges.

Conclusion: Teaching social justice issues is an essential part of nursing education that white educators must support. Yet, barriers exist such as student perceptions of our intent and expertise, and tensions between needing to pay guest facilitators and lack of funding to secure them. When co-facilitating with racialized persons there are strategies that can promote a team approach to fighting against racism in education.