RESUMO
PURPOSE: to assess the impact of education using the implicit bias recognition and management (IBRM) teaching approach. DESIGN: longitudinal quasi-experimental design. Surveys at baseline, immediate postimplementation, and 4-week postimplementation using the modified version of the Attitudes Toward Implicit Bias Instrument (ATIBI). The 4-week survey included items about implicit bias recognition and mitigation strategies. SAMPLE: thirty-six neonatal nurse practitioners assigned to the NICU in a Midwest urban children's hospital. RESULTS: one-way repeated-measures analysis of variance was used, and the score range was 16-96. The results showed a statistically significant model, F (1.49, 707.97) = 34.46, p <.001, partial η2 = 0.496. Pairwise comparisons showed improvement from pre (M = 73.08, SD = 9.36) to immediate postimplementation (M = 80.06, SD = 8.19), p <.001. Scores were sustained at 4-week postimplementation (M = 79.28, SD = 10.39), p = .744. CONCLUSIONS: The IBRM teaching approach improved scores from baseline on a modified ATIBI that remained improved 4 weeks after the education.
