Yael Mayer , Laura Nimmon , Aliza Weiss , Laura Yvonne Bulk , Alfiya Battalova , Terry Krupa , Tal Jarus
{"title":"促进认识正义：支持残疾人在卫生专业领域的包容和归属。","authors":"Yael Mayer , Laura Nimmon , Aliza Weiss , Laura Yvonne Bulk , Alfiya Battalova , Terry Krupa , Tal Jarus","doi":"10.1016/j.nedt.2025.106584","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>The underrepresentation of students and professionals with disabilities in health professions is well-documented in research, emphasizing the urgent need for greater inclusivity. Institutional structures often restrict disabled individuals from sharing their specialized knowledge on navigating disability, perpetuating epistemic injustice. Research emphasizes the importance of amplifying their voices to address inequities and restore epistemic justice.</div></div><div><h3>Objectives</h3><div>This study explores the firsthand, experiential views of the challenges and supporting factors that disabled students and professionals face in the health professions education and practice. Participants provided advice for their disabled peers and non-disabled allies. The development of a critical disability epistemology amplifies underrepresented voices in the health field.</div></div><div><h3>Design</h3><div>This qualitative study was guided by a constructivist approach, with data analysis informed by reflective thematic analysis.</div></div><div><h3>Methods</h3><div>A series of semi-structured interviews were conducted with 56 participants (27 students and 29 professionals) in nursing, medicine, occupational therapy, physiotherapy, and social work. Participants were interviewed up to three times over the course of a year, resulting in a total of 124 interviews.</div></div><div><h3>Results</h3><div>Two main categories were identified. <strong>Category one</strong>, advice for disabled students and professionals, includes the themes: (1) Negotiating disclosure processes to mobilize support, (2) Recognizing personal boundaries and strengths while actively seeking mentorship, and (3) Advocating for oneself and others. <strong>Category two,</strong> advice for non-disabled allies, encompasses the themes: (4) Fostering inclusivity through thoughtful language, education, and support, and (5) Actively promoting systemic change.</div></div><div><h3>Conclusion</h3><div>The findings enhance the epistemic agency of disabled individuals by utilizing community resources for collective knowledge production. They offer valuable guidance for educators, institutions, and policymakers, providing a roadmap for making health education programs and workplaces more inclusive and supportive for disabled individuals.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106584"},"PeriodicalIF":4.7000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promoting epistemic justice: Supporting inclusion and belonging for disabled individuals in health professions\",\"authors\":\"Yael Mayer , Laura Nimmon , Aliza Weiss , Laura Yvonne Bulk , Alfiya Battalova , Terry Krupa , Tal Jarus\",\"doi\":\"10.1016/j.nedt.2025.106584\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>The underrepresentation of students and professionals with disabilities in health professions is well-documented in research, emphasizing the urgent need for greater inclusivity. Institutional structures often restrict disabled individuals from sharing their specialized knowledge on navigating disability, perpetuating epistemic injustice. Research emphasizes the importance of amplifying their voices to address inequities and restore epistemic justice.</div></div><div><h3>Objectives</h3><div>This study explores the firsthand, experiential views of the challenges and supporting factors that disabled students and professionals face in the health professions education and practice. Participants provided advice for their disabled peers and non-disabled allies. The development of a critical disability epistemology amplifies underrepresented voices in the health field.</div></div><div><h3>Design</h3><div>This qualitative study was guided by a constructivist approach, with data analysis informed by reflective thematic analysis.</div></div><div><h3>Methods</h3><div>A series of semi-structured interviews were conducted with 56 participants (27 students and 29 professionals) in nursing, medicine, occupational therapy, physiotherapy, and social work. Participants were interviewed up to three times over the course of a year, resulting in a total of 124 interviews.</div></div><div><h3>Results</h3><div>Two main categories were identified. <strong>Category one</strong>, advice for disabled students and professionals, includes the themes: (1) Negotiating disclosure processes to mobilize support, (2) Recognizing personal boundaries and strengths while actively seeking mentorship, and (3) Advocating for oneself and others. <strong>Category two,</strong> advice for non-disabled allies, encompasses the themes: (4) Fostering inclusivity through thoughtful language, education, and support, and (5) Actively promoting systemic change.</div></div><div><h3>Conclusion</h3><div>The findings enhance the epistemic agency of disabled individuals by utilizing community resources for collective knowledge production. They offer valuable guidance for educators, institutions, and policymakers, providing a roadmap for making health education programs and workplaces more inclusive and supportive for disabled individuals.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"147 \",\"pages\":\"Article 106584\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2025-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S026069172500019X\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/21 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S026069172500019X","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/21 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Promoting epistemic justice: Supporting inclusion and belonging for disabled individuals in health professions
Background
The underrepresentation of students and professionals with disabilities in health professions is well-documented in research, emphasizing the urgent need for greater inclusivity. Institutional structures often restrict disabled individuals from sharing their specialized knowledge on navigating disability, perpetuating epistemic injustice. Research emphasizes the importance of amplifying their voices to address inequities and restore epistemic justice.
Objectives
This study explores the firsthand, experiential views of the challenges and supporting factors that disabled students and professionals face in the health professions education and practice. Participants provided advice for their disabled peers and non-disabled allies. The development of a critical disability epistemology amplifies underrepresented voices in the health field.
Design
This qualitative study was guided by a constructivist approach, with data analysis informed by reflective thematic analysis.
Methods
A series of semi-structured interviews were conducted with 56 participants (27 students and 29 professionals) in nursing, medicine, occupational therapy, physiotherapy, and social work. Participants were interviewed up to three times over the course of a year, resulting in a total of 124 interviews.
Results
Two main categories were identified. Category one, advice for disabled students and professionals, includes the themes: (1) Negotiating disclosure processes to mobilize support, (2) Recognizing personal boundaries and strengths while actively seeking mentorship, and (3) Advocating for oneself and others. Category two, advice for non-disabled allies, encompasses the themes: (4) Fostering inclusivity through thoughtful language, education, and support, and (5) Actively promoting systemic change.
Conclusion
The findings enhance the epistemic agency of disabled individuals by utilizing community resources for collective knowledge production. They offer valuable guidance for educators, institutions, and policymakers, providing a roadmap for making health education programs and workplaces more inclusive and supportive for disabled individuals.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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