Human rights education for nursing students: A scoping review
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3158049Utgivelsesdato
2024Metadata
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Originalversjon
10.1177/09697330241284096Sammendrag
Background: Human rights are an important part of nursing care, and nurses deal with human rights matter
daily. Despite their relevance and acknowledgement of their importance, human rights issues remain limited
in nursing education. Aim: The study’s aim was to describe how human rights education has been addressed
in nursing education. Method: A scoping review was conducted according to the Preferred Reporting Items
for Scoping reviews (PRISMA-ScR) and Joanna Briggs Institute (JBI) recommendations. The search was
conducted in March 2023, with an updated search in February 2024. We searched in the following databases
provided by EBSCO: Academic Search Elite, CINAHL, Education Source, ERIC, ScienceDirect and MEDLINE.
Additionally, we also searched in Embase via Ovia and Scopus. The papers were screened for eligibility by title,
abstract and full text independently by at least two reviewers, and the whole research team was involved in
this process. Ethical considerations: The scoping review was guided by ethical conduct and scientific
guidelines. Findings: Nine papers matched the inclusion criteria. Three thematic groups were identified: (a)
focus of human rights education, (b) the learning design of the coursework and (c) learning outcomes in
human rights education. Conclusion: Human rights education can benefit from being tailored to the
students’ experiences and including voices from the rights-holders. Bringing in the students’ experiences and
rights-holders’ voices can enable self-reflection and discussion regarding human rights concerns. Hence, if the
intention is to support nursing students to develop an awareness and act upon human rights concerns, the
curriculum ought to include opportunities for reflection and discussion around human rights concerns and
experiences in the students’ own context.