Appendix

Example of a Research Proposal

The Effectiveness of Anti-Racism Strategies in Enhancing Job Satisfaction for Black Nursing Students and Nurses During Their Transition into Practice – A Research Proposal

Billy Rubin

Thompson Rivers University

Nurs 2300:  Knowledge & Critical Inquiry 2

Dr. Floriann Fehr

Date

The Effectiveness of Anti-Racism Strategies in Enhancing Job Satisfaction for Black Nursing Students and Nurses During Their Transition into Practice – A Research Proposal

Research Abstract

Racism continues to impact the nursing profession, particularly for Black nursing students and new nurses transitioning into practice. Research shows that racial discrimination can lead to decreased job satisfaction, increased stress, and high turnover rates (Thomas-Hawkins et al., 2022). According to the Black Nurses Task Force Report (BNTF) (2022), over 90% of black nurses report experiencing discrimination and racism in their workplace, affecting their overall well-being (Cooper Brathwaite et al., 2022). This research aims to explore how the implementation of anti-racism workplace strategies influences job satisfaction, psychological well-being, and retention rates among Black nursing students or new nurses during their transition into practice. The perspective of non-black nurses on their ability to identify racism and their antiracism efforts. The findings will provide evidence to support the development of anti-racism policies in nursing workplaces. The research could be used to advocate for systemic changes in healthcare institutions, improving recruitment, retention, and job satisfaction for Black nurses, ultimately promoting a more diverse and inclusive workforce.

Background Section

Literature Review Summary:

In Canada, there is a growing recognition of the importance of diversity and inclusion in healthcare, especially following the increase in the number of internationally educated nurses of black origin (Jefferies et al., 2022). Also, recent events like the COVID 19 pandemic, and the increased momentum in the Black Lives Matter movement since the killing of George Floyd has exposed disparity in healthcare and highlighted the pervasive nature of racism against Black individuals (Toure et al., 2021).  Therefore, it is pertinent for the healthcare sector to adopt equity-focused policies, programs, and reforms (Chisolm et al., 2023).  Research on racism in healthcare indicates significant barriers for Black nurses, both in educational settings and in the workplace (Prendergast et al., 2023). Studies show that discrimination leads to lower job satisfaction, higher rates of burnout, and more frequent turnover. Byers et al., (2023) opine that Black nurses often face microaggressions, overt racism, and lack of mentorship, which hinders their professional development. Healthcare institutions are beginning to implement anti-racism strategies, but comprehensive evaluations of their effectiveness, particularly for Black nurses, remain limited (Hassen et al., 2021).

According to the BNTF 2022 Report, Black nurses face a lack of support from colleagues and academic institutions, as well as challenges in addressing or reporting racism to their employers, professors, human resources departments, management, or nursing unions. The report recommends strategies for change, which includes “the implementation of mentorship programs, financial support, continuing education opportunities, and holding leaders and organizations accountable for practices rooted in anti-Black racism” (Cooper Brathwaite et al., 2022).

There is a notable knowledge gap in research on how the identified anti-racism strategies impact the transition from nursing student to professional practice. Existing studies often focus on general workplace environments, overlooking the unique challenges faced by Black new nurses (Hantke et al., 2022). This knowledge gap exists because existing studies tend to focus on general workplace environments and broader diversity issues, neglecting the specific challenges and experiences faced by Black nursing students and new nurses during their transition into professional practice (Jefferies et al., 2022). This research aims to fill this gap by examining the effectiveness of anti-racism strategies in shaping their transition, particularly in enhancing job satisfaction, well-being, and retention.

Research Question (Picot) & Specific Objectives

PICOT Question:
How do anti-racism workplace strategies (I), compared to the absence of such strategies (C), influence job satisfaction (O) among Black nursing students or new nurses (P) during their transition into practice (T)?

Specific Objectives:

1. To assess the relationship between anti-Black racism and job satisfaction among Black nursing students or new nurses.
2. To assess the adoption anti-racism strategies by healthcare organizations in supporting Black nursing students and new nurses during their transition into practice.
3. To evaluate the effectiveness of the recommended anti-Black racism strategies by measuring improvements in job satisfaction scores (JSS), reductions in perceived stress (PSS), qualitative reports of improved psychological safety, and increased retention intentions among Black nursing students and new nurses who experience these strategies

Methodology and Data Analysis

Theoretical Frameworks:

This research will be guided by Critical Race Theory (CRT), which emphasizes the role of race and racism in shaping the experiences of marginalized groups. CRT will help analyze the impacts of systemic racism on Black nursing students and new nurses (Williams & Kaniki, 2023).

Methods:

After obtaining approval from the Research Ethics Board at Thompson Rivers University (TRU) and Royal Inland Hospital (RIH), participants will be recruited, including both Black and non-Black nursing students from TRU and new nurses from RIH with less than 2 years experience by word of mouth and posters with QR codes. A mixed-methods approach will be used. Quantitative data will be collected through surveys assessing job satisfaction, psychological well-being, and experiences of racism using standardized tools like the Job Satisfaction Survey (JSS) and the Perceived Stress Scale (PSS) (Spector & Group, 2022; Harris et al., 2023). Semi-structured interviews will be conducted with some of the participants to explore firsthand experiences with racism and anti-racism strategies. One qualitative interview question will be: “Can you describe a specific experience where you encountered racism in your nursing education or practice, and how did any anti-racism strategies or support systems in your workplace or school impact that experience?”

Data Analysis:

Quantitative data will be analyzed using descriptive statistics (mean, standard deviation) and inferential tests (t-tests, ANOVA) to compare job satisfaction and retention rates (LoBiondo-Wood et al., 2021). Qualitative data from interviews will be coded and analyzed thematically to identify common experiences and insights about anti-racism strategies (LoBiondo-Wood et al., 2021).

Impact on the Nursing Field 

Significance:

This research will shed light on how systemic racism affects job satisfaction and retention among Black nurses, particularly in the critical transition phase from education to practice (Carthon et al., 2021). It will provide valuable insights into the effectiveness of anti-racism strategies, helping to improve workplace culture and support systems. It will help Black nursing students experience less stress and feel valued at their clinical placements (Luhanga et al., 2023).

Novelty:

This study is novel in its focus on Black nursing students and new nurses during their transition into practice, an under-explored area in the literature. It will contribute to developing evidence-based policies for the nursing profession.

Convincing Argument:

Addressing racial disparities in nursing will not only improve the well-being of Black nurses but also enhance the overall quality of healthcare (Carthon et al., 2021). By identifying strategies that support Black nurses, this research will contribute to reducing turnover, increasing retention, and improving the diversity of the nursing workforce, thus benefiting patient care (Chisolm et al., 2023).

Dissemination Plans

The research findings will be shared through academic journal articles such as ‘International Journal for Equity in Health’ and , ‘Quality Advancement in Nursing Education – Avancées en formation infirmière (QANE-AFI)’.  conference presentations like ‘Canadian Associations of Schools of Nursing (CASN)’ and the ‘Canadian Black Nurses Alliance’ conference. Additionally, community workshops will be organized at TRU and at the Royal Inland Hospital to present findings and engage healthcare professionals and policymakers.

Project Timeline

Weeks	Planned Activity
1-2	Literature review and finalizing research design.  Consultation with Faculty
3-4	Developing and assessment of piloting surveys/interviews through participant feedback, expert review, and reliability testing, with revisions made to improve clarity, relevance, and effectiveness.
5-7	Data collection (surveys and interviews)
8-9	Data analysis (quantitative and qualitative)
10-11	Drafting findings and implications  Consultation with Experts
12	Final report submission and preparation for dissemination in Quality Advancement in Nursing Education – Avancées en formation infirmière (QANE-AFI) journal

 

 

 

Project Budget

Item	Cost ($)
Wage	$24 /hr. up to $2000
Audio recorder for interviews	150
Data analysis software (SPSS)	500
Consultant	500
Participant incentives	500 at 25$ gift card to Starbucks for each of the interviewees
Conference fees (CASN),  Travel and accommodations	900  800
Poster printing	200
Data collection travel	200
Miscellaneous (e.g., supplies)	250
TOTAL	6000

 

 

References

Byers, O. M., Fitzpatrick, J. J., McDonald, P. E., & Nelson, G. C. (2021). Giving while grieving: Racism-related stress and psychological resilience in Black/African American registered nurses. Nursing Outlook, 69(6), 1039–1048. https://doi.org/10.1016/j.outlook.2021.05.010

Carthon, J. M. B., Travers, J. L., Hounshell, D., Udoeyo, I., & Chittams, J. (2021). Disparities in Nurse Job Dissatisfaction and Intent to Leave. JONA the Journal of Nursing Administration, 51(6), 310–317. https://doi.org/10.1097/nna.0000000000001019

Chisolm, D. J., Dugan, J. A., Figueroa, J. F., Lane‐Fall, M. B., Roby, D. H., Rodriguez, H. P., & Ortega, A. N. (2023). Improving health equity through health care systems research. Health Services Research, 58(S3), 289–299. https://doi.org/10.1111/1475-6773.14192

Cooper Brathwaite, A., Garraway, C., Ali, A., Bradley, R., Campbell, R., Coppin, M., Holloway, C., Jefferies, K., Juüdi-Hope, D. A., Hoo Kim-Baker, A., LaRonde-Ogilvie, C., Sinclair, D., Taiwo, A., Thomas Obewu, O. A., Versailles, D., & Wallace, P. (2022) Acknowledging, Addressing and Tackling Anti-Black Racism and Discrimination Within the Nursing Profession. https://rnao.ca/sites/default/files/2022-02/Black_Nurses_Task_Force_report.pdf

Hantke, S., St Denis, V., & Graham, H. (2022). Racism and antiracism in nursing education: confronting the problem of whiteness. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-00929-8

Harris, K. M., Gaffey, A. E., Schwartz, J. E., Krantz, D. S., & Burg, M. M. (2023). The Perceived Stress Scale as a Measure of Stress: Decomposing Score Variance in Longitudinal Behavioral Medicine Studies. Annals of Behavioral Medicine, 57(10), 846–854. https://doi.org/10.1093/abm/kaad015

Hassen, N., Lofters, A., Michael, S., Mall, A., Pinto, A. D., & Rackal, J. (2021). Implementing Anti-Racism Interventions in Healthcare Settings: A Scoping Review. International Journal of Environmental Research and Public Health, 18(6), 2993. https://doi.org/10.3390/ijerph18062993

Jefferies, K., States, C., MacLennan, V., Helwig, M., Gahagan, J., Bernard, W. T., Macdonald, M., Murphy, G. T., & Martin-Misener, R. (2022). Black nurses in the nursing profession in Canada: a scoping review. International Journal for Equity in Health, 21(1). https://doi.org/10.1186/s12939-022-01673-w

LoBiondo-Wood, G., Haber, J., Singh, M., Thirsk, L., Stahlke, S., & Perumal, R. V. (2021). LoBiondo-Wood and Haber’s Nursing Research in Canada: Methods, Critical Appraisal, and Utilization. Mosby.

Luhanga, F., Maposa, S., Puplampu, V., Abudu, E., & Chigbogu, I. (2023). “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province. International Journal of Nursing Education Scholarship, 20(1).  https://doi.org/10.1515/ijnes-2022-0094

Prendergast, N., Boakye, P., Bailey, A., Igwenagu, H., & Burnett‐Ffrench, T. (2023). Anti‐Black racism: Gaining insight into the experiences of Black nurses in Canada. Nursing Inquiry, 31(2). https://doi.org/10.1111/nin.12604

Slemon, A., Handlovsky, I., & Dhari, S. (2024). Capturing Intersections of Discrimination. Advances in Nursing Science. https://doi.org/10.1097/ans.0000000000000541

Spector, P. E., & Group, T. &. F. (2022). Job Satisfaction: From Assessment to Intervention. Routledge.

Thomas-Hawkins, C., Flynn, L., Zha, P., & Ando, S. (2022). The effects of race and workplace racism on nurses’ intent to leave the job: The mediating roles of job dissatisfaction and emotional distress. Nursing Outlook, 70(4), 590–600. https://doi.org/10.1016/j.outlook.2022.03.001

Toure, K., Langlois, E. V., Shah, M., McDougall, L., & Fogstad, H. (2021). How George Floyd and COVID-19 are highlighting structural inequities for vulnerable women, children, and adolescents. International Journal for Equity in Health, 20(1). https://doi.org/10.1186/s12939-021-01540-0

Williams, K. K. A., & Kaniki, N. (2023). Anti-Black Racism in Healthcare: Could critical race theory prove helpful in the Canadian context? University of Toronto Journal of Public Health, 4(2). https://doi.org/10.33137/utjph.v4i2.39198

Appendices

Appendix A: Recruitment Poster
Appendix B: Participant Consent Form
Appendix C: Interview Guide