Author:
Hutcheson Nicole R.,Carter Brigit,Cowden John,Turner Barbara
Abstract
Purpose: to assess the impact of education using the implicit bias recognition and management (IBRM) teaching approach. Design: longitudinal quasi-experimental design. Surveys at baseline, immediate postimplementation, and 4-week postimplementation using the modified version of the Attitudes Toward Implicit Bias Instrument (ATIBI). The 4-week survey included items about implicit bias recognition and mitigation strategies. Sample: thirty-six neonatal nurse practitioners assigned to the NICU in a Midwest urban children’s hospital. Results: one-way repeated-measures analysis of variance was used, and the score range was 16–96. The results showed a statistically significant model,F(1.49, 707.97) = 34.46,p<.001, partial η2= 0.496. Pairwise comparisons showed improvement from pre (M= 73.08, SD = 9.36) to immediate postimplementation (M= 80.06, SD = 8.19),p<.001. Scores were sustained at 4-week postimplementation (M= 79.28, SD = 10.39),p= .744. Conclusions: The IBRM teaching approach improved scores from baseline on a modified ATIBI that remained improved 4 weeks after the education.
Publisher
Springer Publishing Company
Subject
Critical Care and Intensive Care Medicine,Critical Care Nursing,General Medicine,Pediatrics, Perinatology and Child Health
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