Abstract
BackgroundIn recent years, there have been calls for higher education to demonstrate commitment to promoting equity, diversity, and inclusion (EDI). Institutions have responded to this identified need and have developed EDI strategic plans. However, many educators are feeling unprepared to implement these required and overdue changes. As indicated in International Nursing Association of Clinical and Simulation Learning (INACSL, 2021a) guidelines, appropriate, relevant, and timely simulation professional development is critical to build impactful teaching capacity. AimThe goal of this article is to describe processes that were undertaken to promote EDI in a national simulation-based program developed for Canadian nursing, paramedicine and medical laboratory technology students. RecommendationsIn this article, we offer our suggestions on how EDI components can be embedded into simulation design based on our experiences supporting faculty participating in the development of this innovative simulation project.
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