Journal
NURSING INQUIRY
Volume 29, Issue 1, Pages -Publisher
WILEY
DOI: 10.1111/nin.12463
Keywords
Black; African American faculty; faculty retention; health equity; knowledge development; nurse researchers
Categories
Funding
- John and Marguerite Walker Corbally Professorship in Public Service from the University of Washington - Winston-Salem State University
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This article discusses the impact of institutional systems on Black nurse researchers in the development of health equity knowledge in nursing, highlighting issues such as research exploitation, deficit research funding, and knowledge capitalization, and proposing thoughts on solutions.
Can the institutional systems that prepare Black nurse researchers question the ways their systemic pathways have impacted health equity knowledge development in nursing? We invite our readers to keep this question in mind and engage with our conversation as Black nurse researchers, scholars, educators, and clinicians. The purpose of our conversation, and this article, is to explore the transactional impact of knowledge development pathways and Black faculty retention pathways on the state of health equity knowledge in nursing today. Over a series of conversations, we discuss the research exploitation of communities of color, deficit research funding, knowledge capitalization, the marginalization of diversity as a continuous process, a lack of sociocultural authority, and our thoughts on solutions. We conclude by using the wisdom of a generation to answer our initial question.
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