1. Marchi, Nadine DNP, CNE, CHSE
  2. Hochuli, Jo Fava DNP
  3. Kanter, Jodi PhD
  4. Bhati, Sue FNP-BC, PhD
  5. Davis, Sandra PhD, DPM, ACNP-BC, FAANP

Article Content

Our objective was to discuss structural racism as a root cause of health care disparities in one of our courses. The teaching strategy (TS) was Theater of the Oppressed, a community-based educational approach using theater as a tool for social change. Student preparation for this online TS included assigned readings and reflections. Students were divided into groups and assigned a scenario related to equity and racism. Instructions were to discuss, develop, and practice the scenario for presentation to the class. Faculty visited groups to facilitate and selected 2 groups to present to the class. After the initial presentation, each scenario was repeated. At that time, students in class were given the opportunity to enter the scene and become a spectactor to play out their own strategies for improving outcomes. In a poll administered before the TS, most students felt they understood systemic racism and implicit bias somewhat well and felt very comfortable discussing racism socially. Post TS, most students felt the activity slightly affected their comfort level with racism and significantly improved their understanding in discussing racism. This TS provided an opportunity for students to practice responding to inequity and racism in a safe learning environment.