ABSTRACT
The COVID-19 pandemic required a significant pivot in nursing education, whereby in-person simulations moved to an online format. Kaplan's i-Human Patients was a virtual simulation platform utilized at a large Midwestern university for student nurses. This online virtual simulation platform helped evaluate students' clinical knowledge and understanding using the Bloom's taxonomy framework to scaffold cases. In addition, the five phases of professional development was incorporated to aid faculty instruction.
ABSTRACT
BACKGROUND: Whiteness is a systemic construct that functions to make itself invisible and prevent its racialization. Whiteness informs the nursing profession on all levels and impacts how nurses learn, relate to, and perpetuate whiteness through structural, curricular, interpersonal, and ideological means. The aim of this study was to use an antiracist framework to analyze manifestations of whiteness in select prelicensure obstetric and pediatric clinical simulation scenarios at a large midwestern college of nursing. METHODS: Nine prelicensure nursing simulations were analyzed for themes using qualitative content analysis. RESULTS: Two themes related to whiteness emerged from the data-normalizing whiteness in assessment and othering. CONCLUSION: Applying an antiracist framework in clinical nursing education can assist educators and students to see the embedded whiteness and racism in the curriculum and begin to address it. Additional analysis is needed to explore nurse educators and student perceptions of whiteness in simulations. [J Nurs Educ. 2021;60(12):690-696.].