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ASHLEY HURST: The hard work
that we need to be doing

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is stuff we needed to do
last year and the year before

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and 10 years ago, and it's
thanks to the hard work

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we'll still be doing 10
years from now because we

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are human beings, and we
don't get everything right.

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KIMBERLY ACQUAVIVA:
I spend a long time

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talking about race,
racism, and privilege

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in every class I teach.

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Nurses have, as part of their
code of ethics, an obligation

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to advocate for the elimination
of racial injustice and racism.

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So I teach students about this,
and I talk about privilege.

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I talk about the privilege
that my white skin conveys

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anytime I walk into a room.

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ASHLEY HURST: A spotlight
has placed on ways

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that we discriminate
and disadvantage

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people in our population.

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I find this really
invigorating time for us

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because we've been
given permission

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to talk about these things.

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It's not outside the curriculum.

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This is at the core
of the curriculum.

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KIMBERLY ACQUAVIVA: I
teach about the difference

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between privilege
and privileged.

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Privilege does not mean
having an easy life.

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Privilege means that
people are not judging me

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based on the color of my
skin, and that is an advantage

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that others do not
necessarily enjoy in life.

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MAUREEN METZGER: It isn't
about whether you're kind,

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because kindness in and
of itself and you being

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a good person in
your little world

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isn't enough to
change the system.

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You have to recognize that you
can be a really good and kind

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person, and you can personally
feel like you are not

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a party to what's going on.

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But if we don't step forward
and use our powers for good.

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Use the powers and
the voice that we

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do have to amplify the voice
of others that don't, we're

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not going to change the system.

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SARAH CRAIG: If a
nurse says stand

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in the corner for this
entire patient encounter

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and don't speak.

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That's not a supportive
learning environment,

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and what do you
say in that moment?

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Or who do you go to?

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Who is your support system
that you can reach out to?

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We are very intentional about
developing tools and skills

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to speak up in the moment.

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We know that students are in
multiple different settings

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where they are the guest.

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They don't have a lot
of power or a voice.

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Oftentimes, they're not made
to feel that way automatically.

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Again, give them
tools in their toolbox

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to recognize racism, social
injustice, and disrespect

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and be able to speak up about
it or also identify someone

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that they feel comfortable
talking to about it.

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ASHLEY HURST: Particularly
for those of us who

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are in majority
dominant situations,

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we can often say, well,
that doesn't happen to me,

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but then when someone you know
and as your colleague and you

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work beside says to you, this
is what has happened to me,

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it brings a reality to this
situation that I think really

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empowers us who have not
had that experience to say,

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I need to do more, I
need to be more alert,

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and I need to be
the kind of person

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that other people
trust to tell them

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that the situation
that has happened.

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And so I think that's the magic
that can happen in a classroom

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when we trust each
other enough to share

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these tender and sad,
sometimes, very sad experiences,

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because it brings home the
reality of what can often

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feel like something on
a newspaper headline

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or somebody else's very
distant experience.

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MAUREEN METZGER:
Fortunately, we just

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have too numerous to count
some of the hate crimes

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that happened on grounds.

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The bombing of the
synagogue in Pittsburgh.

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But all of these
things have happened.

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You have to go
into the classroom,

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knowing that these things
are affecting students,

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and they're bringing
it into that space.

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And so if you haven't
laid down that foundation

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at the beginning, honestly,
I don't know how you do it,

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but if you have that
foundation, students

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don't think this is coming
at them from left field.

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They expect it.

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They expect that
you're going to say,

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wow, this was a really
challenging week or weekend

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or whatever, and it's tough.

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Let's take a moment
to reach out.

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Let's check in on each other.

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Let's create a safe
space for each other.

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Let's remind ourselves of
what our resources are.

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Make sure that this space in
this classroom is a safe space.

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It's OK to feel
uncomfortable and challenged,

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it's not OK to feel unsafe.

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KIMBERLY ACQUAVIVA: Talk
about race and racism

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in the classroom is, I think,
an integral part of what

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we do within nursing,
and it's important

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if we're going to begin to look
at issues of racial inequality

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in terms of health outcomes.

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We have to look
at the underlying

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cause, which is racism.

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Oftentimes, I will hear
students make reference to race

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being a social determinant
of health, and it is not.

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Racism is the social
determinant of health.

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So if nothing else,
I want students

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who leave the school
of nursing programs

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and having had a
class with me, I

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hope that they will go out
into the world understanding

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what racism is, what
their role in racism is,

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and what they can do to
begin to confront it,

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and ultimately, eliminate it.

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To me, it's not an
option to not act now.

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We all have to act.

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