What influences the inclusion of skin tone diversity when teaching skin assessment? Findings from a survey

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Abstract

Background: Understanding the variances in visual skin changes across all skin tones is important in clinical care. However, the experiences of those teaching skin assessment to pre- and post-registrant nurses are unknown. Aims: To determine the barriers and facilitators experienced in teaching skin assessment across a range of skin tones to pre- and post-registrant nurses. Methods: A cross-sectional, mixed-methods online survey was undertaken throughout February and March 2023 based on the Theoretical Domains Framework of behaviour change. Findings: In this self-selecting sample, most participants were aware of why it was important to include all skin tones when teaching skin assessment and were professionally motivated to include this in their practice. However, resources and support are needed to overcome an unconscious bias in teaching skin tone diversity, resulting in a lack of availability of good quality photographs and educator confidence in their own skills. Educators not considering skin tone when selecting patient cases and relying on people with dark skin tones to highlight where practice is not inclusive may also lead to insufficient exposure for students. Conclusion: There is some awareness of the importance of including diverse skin tones in teaching, but further education and resources are needed.

Original languageEnglish
Pages (from-to)176-186
Number of pages11
JournalBritish Journal of Nursing
Volume33
Issue number4
DOIs
Publication statusPublished - 22 Feb 2024

Keywords

  • Skin Pigmentation
  • Education, Nursing
  • Nursing assessment
  • Physical Examination
  • Diversity, Equity, Inclusion

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