Unit 8 Racialized Communities and Health FALL 2023.pptx

Nursin g Through the lens of Black By Tsinat Semagn & Joaness Students Ahumibe We take this time to recognize that we are currently on the traditional territory shared between the Haudenosaunee confederacy and the Anishinabe nations, which was acknowledged in the Dish with One Spoon Wampum belt. T...

Nursin g Through the lens of Black By Tsinat Semagn & Joaness Students Ahumibe We take this time to recognize that we are currently on the traditional territory shared between the Haudenosaunee confederacy and the Anishinabe nations, which was acknowledged in the Dish with One Spoon Wampum belt. That wampum uses the symbolism of a dish to represent the territory, and one spoon to represent that the people are to share the resources of the land and only take what they need. LAND ACKNOWLEDGEMENT (McMaster University) At Conestoga College, we would like to acknowledge that in Kitchener, Waterloo, Cambridge and Brantford we are located on the Haldimand Tract, land promised to the Haudenosaunee people of Six Nations, which includes six miles on either side of the Grand River. This is the traditional territory of the Anishnawbe, Haudenosaunee, and Neutral peoples. To recognize the land is an expression of gratitude and appreciation to those whose territory we reside on, and a way of honouring the Indigenous people who have been living and working on the land for thousands of years. LAND ACKNOWLEDGEMENT (Conestoga Site) 01 INTRODUCTION Who are we? Goal of Lecture 02 ACADEMIC SETTING Statistics Nursing at Mac 03 04 CLINICAL SETTING WHAT CAN YOU DO? Microaggressions Medical biases Under vs over-representation 05 SUPPORTS AVAILABLE Discussion 06 Q&A TABLE OF CONTENTS 01 Introduction WHO ARE WE? Accelerated stream, Mac site Year 2 (Level 4) Basic stream, Mac site Level 4 Joaness Tsinat ● Encourage development of cultural competence in all students ● Encourage passive and active involvement of all students on issues pertaining to EDI ● Create an opportunity for open discussions on race and its effects on students ● Improve clinical learning experiences of all nursing students ● Promote critical thinking as future nurses ● Advocate for and support Black and other racialized students GOAL OF LECTURE Reflect on the past year or few years. What made you decide to apply to a nursing program? Take a moment to look around at your class, your peers. What do you see? REFLECTIVE EXERCISE Informal or formal mentorship Family member or someone you know in Nursing Strong academic performance Previous positive experiences with health care system Pandemic/wanting to help Financial support of scholarships and familial contributions Guidance counsellor recommended Nursing Self-confidence and self-efficacy Few or major responsibilities steering you away from education DECISION TO PURSUE NURSING FOR MOST STUDENTS Informal or formal mentorship Family member or someone you know in Nursing Financial support of scholarships and familial contributions Guidance Strong academic performance counsellor recommended Nursing Self-confidence and self-efficacy Previous positive experiences with health care system No major responsibilities requiring your time *On average FACTORS DETERRING BLACK STUDENTS FROM NURSING LACK OF MENTORSHIP AND FINANCIAL RESOURCES LOWER SELFEFFICACY DUE TO EXPECTATIONS OF FAILURE NEGATIVE EXPERIENCES WITH HEALTH CARE SYSTEM Bolded statements without an asterisk are FALSE statements. 02 Academic Setting Target group: Black Canadians Regions: Hamilton, Kitchener, and Canada Year: 2016 HAMILTON KITCHENER CANADA People of African descent in the area (%) 3.6 (2016) 3.7 (2016) 3.5 (2016) Black RNs/NPs (%) - - 3.6 (RN/NP) Black nurse aides, PSW, orderlies (%) - - 29.9 STATISTICS CANADA DATA Target group: Black RNs Regions: Ontario Year: 2022 ONTARIO % of Black RN’s/students that have faced discrimination in clinical settings 88.3 % of Black RNs/students whose mental health has been at least moderately affected by discrimination faced in clinical settings 62.9 % of Black RNs /students that have reported these incidents 40.9 RNAO SURVEY DATA Current State ● Low ratio of black students admitted into the nursing program ● Underrepresentation of black nurses in education ● Lack of diverse care scenarios ● Lack of inclusion/discussions on historical black nurses and their contributions Discussion Question ● What are some possible impacts of the current state of nursing at McMaster? ● What are some possible solutions? NURSING AT MAC Possible Solutions ● Outreach programs e.g visiting high ● ● ● ● ● schools Scholarships and awards Mentorship programs Implementing flexible and convenient strategies like online courses, evening courses etc. More inclusive hiring practices Required EDI training for students, faculty and staff NURSING AT MAC 03 Clinical Setting 1. Microaggressions (as a student and/or patient) 2. Medical biases 3. Insufficient knowledge of diverse clinical presentations 4. Misinformation and shame-based messaging through media CLINICAL SETTING Discussion Prompts ● What are microaggressions? ● What are implicit biases? ● Pressures of being a minority in academic programs ● Experiences as a patient MICROAGGRESSIONS MEDICAL BIASES (EX. PULSE OXIMETER) Before we play the video, can anyone define medical biases? INSUFFICIENT KNOWLEDGE OF DIVERSE CLINICAL PRESENTATIONS RACE “CORRECTION” TO KIDNEY FUNCTION MEASUREMENTS *Falsely increases eGFR by up to 10% SPREAD OF MISINFORMATION AND SHAME-BASED MESSAGING THROUGH MEDIA 04 What Can You Do? Engage in discussions on race, equity and diversity Be open minded and interact with students of all races, ethnicities, gender etc. Seek out more diverse media content (e.g podcasts, books, YouTube, movies) NON-BLACK ALLIES What can you do? Advocate for more inclusive curriculum, more inclusive work and school spaces etc. Practice self reflection, be aware of individual privileges SPEAK UP! 05 Supports Available Canadian Black Nurses Alliance (CBNA-McMaster) - Created by black nursing students Membership is open to all nursing students at McMaster Ensure equal access to opportunities for black nursing students Assist black nursing students with any challenges they may face in their nursing journey Email: [email protected] Instagram: @cbna.mcmaster Black Student Success Centre (BSSC) - Located at PGCLL M07 905-525-9140 ext. 21786 Email: [email protected] Instagram: @macBSSC https://blackstudentsuccess.mcmaster.ca/ BLACK STUDENT SUPPORT FOR ALL SITES The Black X-Scape - Bi-weekly sessions, Thursdays from 4:30pm - 6:00 pm Student-led collaboration between the Student Wellness Centre (SWC) and BSSC Space for Black students to have liberating conversations of mental health, express themselves and share coping strategies Email: [email protected] Instagram: https://www.instagram.com/blacxscape/ Website: https://wellness.mcmaster.ca/program/black-student-mental-healt h-peer-support/ BLACK STUDENT SUPPORT FOR ALL SITES Anti-Racism & Racial Justice Resources - Provided through Conestoga College Library services Continue to explore other resources online African, Caribbean, Black-Identifying Students - Sign into Sway using your Conestoga College username and password Black Student Association (BSA) - Student run club through Conestoga Student Inc. (CSI) started in 2020 but was disrupted due to the pandemic - grab some friends and revive this club BLACK STUDENT SUPPORT FOR CONESTOGA This report and its recommendations represent the work of the Registered Nurses’ Association of Ontario’s (RNAO) Black Nurses Task Force (BNTF), a group of 17 Black nurses and nursing students whose mandate is to eliminate anti-Black racism and discrimination within the nursing profession. 4 PILLARS 1. 2. 3. 4. EDUCATION AND AWARENESS BUILDING RESEARCH ADVOCACY AT ALL LEVELS - RECOMMENDATIONS AND ACTION SOLIDARITY THROUGH PARTNERSHIP AND ALLYSHIP RNAO BLACK NURSES TASK FORCE ● Racialized Communities and Health student-led seminar ● RNAO Webinar series: Let’s Talk about Anti-Black Racism and Discrimination in Nursing ● Future webinars and the Black Nurses Leading Change Interest Group ● Collecting and openly sharing race-based data in nursing schools ● Surveying current nursing students and alumni of McMaster University to gauge need of a mentorship program for Black nursing students ● Including discussions of racism and discrimination in nursing curriculums ● Ensuring that all racial groups are adequately represented in care scenarios ● Support CBNA and its academic chapters, including CBNAMac Black Student Success Centre (2022). McMaster University. https ://blackstudentsuccess.mcmaster.ca/ CityNews (August 9, 2022). Medical device bias based on patient’s skin tone. https://www.youtube.com/watch?v=slMsSMaioHk&ab_channel=CityNews Coleburn, C. (2016). Yale Study Finds Signs of Implicit Racial Bias Among Preschool Teachers. NBC News. https://www.nbcnews.com/news/nbcblk/yale-study-finds-implicit-racial-bias -among-preschool-teachers-n656341 Conestoga (n.d.) Indigenous initiatives. https://www.conestogac.on.ca/about/college-initiatives/indigenous-initiativ es Draaisma, M. (2017). Black students in Toronto streamed into courses below their ability, report finds. CBC News. https ://www.cbc.ca/news/canada/toronto/study-black-students-toronto-york-uni versity-1.4082463 Hoffman, K. M., Trawalter, S., Axt, J. R., & Oliver, M. N. (2016). Racial bias in pain assessment and treatment recommendations, and false beliefs about biological differences between blacks and whites. Proceedings of the National Academy of Sciences, 113(16), 4296-4301. REFERENCES Locklear, M. (2021). Measures of kidney function delay Black patients’ treatment. YaleNews. https://news.yale.edu/2021/11/22/measures-kidney-function-delay-blackpatients-treatment Ladenheim, A. et. al. (2021). Race and eGFR: Addressing Health Disparities in Chronic Kidney Disease. UC Davis Health. https://health.ucdavis.edu/blog/lab-best-practice/race-and-egfr-addressin g-health-disparities-in-chronic-kidney-disease/ 2021/04 Mukwende, M. (2020). Mind the gap: A clinical handbook of signs and symptoms in black and brown skin. Wounds UK, 16-16. https://www.blackandbrownskin.co.uk/mindthegap Parekh, R. S., Perl, J., Auguste, B., & Sood, M. M. (2022). Elimination of race in estimates of kidney function to provide unbiased clinical management in Canada. CMAJ, 194(11), E421-E423. Philpot, D. et. A. (2022). Morbidity and Mortality Weekly Report. Centers for Disease Control and Prevention. Rau, K. (2022). ‘I felt like they were afraid of me.’ Monkeypox patients call out lack of support from healthcare professionals, government. Xtra Magazine. https://xtramagazine.com/health/monkeypox-stigma-234852 REFERENCES Registered Nurses’ Association of Ontario (RNAO). (2022). Black Nurses Task Force Report. https ://rnao.ca/sites/default/files/2022-02/Black_Nurses_Task_Force_report.pdf Statistics Canada. 2017. Canada [Country] and Kitchener - Cambridge Waterloo [Census metropolitan area], Ontario (table). Census Profile. 2016 Census. Statistics Canada Catalogue no. 98-316-X2016001. Ottawa. Released November 29, 2017. https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/index.c fm?Lang=E Student Wellness Centre (2022). Black Student Mental Health Peer Support. McMaster University. https://wellness.mcmaster.ca/program/black-student-mental-health-peer-s upport/ Student Success Centre (n.d.). Land Acknowledgements. McMaster University Health Science Library. https ://healthsci.mcmaster.ca/docs/librariesprovider59/resources/mcmaster-uni versity-land-acknowledgment-guide.pdf?sfvrsn=7318d517_2 Taylor, B. (2022, February 8). Nearly 90% of Black nurses in Ontario have experienced racism on the job: report. Daily Hive News. https://dailyhive.com/toronto/black-nurses-task-force-anti-black-racism-re port REFERENCES THANK YOU! Does anyone have any questions?