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Lessons learned from teaching nursing students about equality, equity, human rights, and forced migration through roleplay in an inclusive classroom
The Swedish Red Cross University College, Department of Health Sciences, Stockholm, 1059, Sweden;University of Gävle, Department of Public Health and Sport Science, Gävle, 801 76, Sweden.
University West, Department of Health Sciences, Section for nursing - graduate level. The Swedish Red Cross University College, Department of Health Sciences, Stockholm, 1059, Sweden.ORCID iD: 0000-0002-0335-3472
2020 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 12, no 17, article id 7008Article in journal (Refereed) Published
Abstract [en]

Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings. © 2020 by the authors.

Place, publisher, year, edition, pages
2020. Vol. 12, no 17, article id 7008
Keywords [en]
education; equity; ethnicity; health care; human rights; knowledge; learning; migration; participatory approach; student; teaching; vulnerability
National Category
Nursing
Identifiers
URN: urn:nbn:se:hv:diva-15811DOI: 10.3390/su12177008ISI: 000570334000001Scopus ID: 2-s2.0-85090361076OAI: oai:DiVA.org:hv-15811DiVA, id: diva2:1466904
Available from: 2020-09-14 Created: 2020-09-14 Last updated: 2022-02-10

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Eriksson, Henrik

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