Nadia Prendergast

Background: Perinatal loss is a deeply emotional experience that impacts both parents. Yet, much of the literature is skewed toward women to the neglect of Black men whose experiences may be intertwined with masculine expectations. Purpose: The purpose of this study was to explore the experiences of Black Canadian men navigating perinatal loss and masculine expectations. Methods and Procedures: An exploratory descriptive qualitative design was used, and a semi-structured interview was conducted with thirteen Black men whose partners experienced perinatal loss. Data was analyzed using thematic analysis. Results: Four key themes capturing the experiences of thirteen Black Canadian men were identified a) responding to unexpected perinatal loss, b) reconciling grief and masculine expectations after perinatal loss, c) contending with a fractured identity after perinatal loss, and d) coping in the face of limited resources after perinatal loss. These themes and their sub-themes highlight the challenges Black Canadian men face navigating perinatal loss in the context of masculine expectations. Conclusion: Black men's experiences of navigating grief after pregnancy are influenced and shaped by masculine expectations as well as cultural norms and beliefs. This study underscores the need for broader and culturally responsive grief support and counseling programs that address the cultural nuances surrounding grief after perinatal loss.

Background: At the 69th session of the General Assembly of the United Nations (UN), a call was made for a 10-year global recognition of the contributions given by Black communities in sustaining a thriving global economy (UN, 2014). The historical lack of acknowledgment of these contributions has led the UN to extend this time of recognition. In collaboration with a nursing institution and a Black scholarship institution, the preservation of the roles of retired Black nurses as agents of change was reborn through a celebratory event that would showcase their contributions and influence on current change. Aim: This event demonstrated the relevance of intergenerational relationships to enhance a deeper understanding of Black Canadian nurses working within Canada's health care. Method: Through intergenerational dialogs, retired nurses, current practicing nurses, and student nurses shared their experiences using oral traditions of storytelling, making it a powerful strategy in shaping the future of nursing. The event provided qualitative insights into their lived experiences to an audience of more than 150 people, encompassing three generations. Results: Informed by Black feminist thought, this event demonstrated how, despite the challenges faced, Black nurses foster an agency of building community capacity and community resilience while nurturing community solidarity. Conclusion: This article shares key features of the event and demonstrates how partnering with Schools of Nursing and Black scholarship institutions can give birth to a flourishing health-care system that can aid in dismantling anti-Black racism while promoting care ethics through intergenerational dialogs. This article also uses art illustrations to demonstrate the celebration of the multifaceted roles the retired nurses depict as what is commonly referred to as “Community Other Mothers.”

You may have already started the journey to becoming an anti-racist. If you have been consciously and reflectively reading the previous chapters of this book, you may have developed an awareness and empathy related to the harmful impacts of racism and how they play out in health inequities. You may also have become more aware of how certain dominant narratives are continually reproduced, such as the narrative of “The Lady with the Lamp” dominating nursing history books. These narratives are slowly being dismantled as readers like you learn about the stories of Black nurse leaders such as Bailey, Salami, Cooper Brathwaite, and Onagbeboma. But this is only the first step to being anti-racist.

Almost everyone has experienced the physical sensation of pain. You may have felt a headache, a backache, or pain from a paper cut or a burn from touching a hot surface. Consider the last time you experienced pain. What did it feel like? How did it affect you? (e.g., physically, emotionally, socially). Was there tissue damage? These questions help us understand the nature of pain and how it affects each person. Pain is a complex phenomenon, so we need to understand how it is conceptualized, classified, and the various types of pain. All of these components influence best practices related to pain assessment. It is important to be aware of the RNAO (2013) best practice guidelines related to pain assessment and management. These guidelines provide information and resources related to assessment, planning, implementation and evaluation of pain, among other recommendations. Let’s begin by exploring the phenomenon of physical pain.

You may have already started the journey to becoming an anti-racist. If you have been consciously and reflectively reading the previous chapters of this book, you may have developed an awareness and empathy related to the harmful impacts of racism and how they play out in health inequities. You may also have become more aware of how certain dominant narratives are continually reproduced, such as the narrative of “The Lady with the Lamp” dominating nursing history books. These narratives are slowly being dismantled as readers like you learn about the stories of Black nurse leaders such as Bailey, Salami, Cooper Brathwaite, and Onagbeboma. But this is only the first step to being anti-racist.

Almost everyone has experienced the physical sensation of pain. You may have felt a headache, a backache, or pain from a paper cut or a burn from touching a hot surface. Consider the last time you experienced pain. What did it feel like? How did it affect you? (e.g., physically, emotionally, socially). Was there tissue damage? These questions help us understand the nature of pain and how it affects each person. Pain is a complex phenomenon, so we need to understand how it is conceptualized, classified, and the various types of pain. All of these components influence best practices related to pain assessment. It is important to be aware of the RNAO (2013) best practice guidelines related to pain assessment and management. These guidelines provide information and resources related to assessment, planning, implementation and evaluation of pain, among other recommendations. Let’s begin by exploring the phenomenon of physical pain.

“Inclusive Approach to Anthropometric Body Measurement Assessments” is an open educational resource (OER) created for undergraduate nursing students at the introductory level. The resource introduces students to body measurements, but does so in an inclusive manner. This resource is a unique contribution to nursing education as content is theoretically informed by an inclusive approach to assessment that incorporates culturally-responsive techniques related to race/ethnicity, gender/sex/sexual orientation, body sizes/types, and ability/disability. It is part of the first health assessment resource that is informed by clinical judgment with the goal to facilitate students’ clinical decision making and ability to prioritize care by recognizing and acting on cues and signs of clinical deterioration. Interactive clinical judgment activities and formative assessments to evaluate a student’s learning are integrated throughout the resource. The integration of clinical judgment throughout this resource will support students’ capacity to enhance patient safety and equitable health outcomes as well as their success in writing national nursing exams to become licensed to work as a Nurse.

“Inclusive Approach to Anthropometric Body Measurement Assessments” is an open educational resource (OER) created for undergraduate nursing students at the introductory level. The resource introduces students to body measurements, but does so in an inclusive manner. This resource is a unique contribution to nursing education as content is theoretically informed by an inclusive approach to assessment that incorporates culturally-responsive techniques related to race/ethnicity, gender/sex/sexual orientation, body sizes/types, and ability/disability. It is part of the first health assessment resource that is informed by clinical judgment with the goal to facilitate students’ clinical decision making and ability to prioritize care by recognizing and acting on cues and signs of clinical deterioration. Interactive clinical judgment activities and formative assessments to evaluate a student’s learning are integrated throughout the resource. The integration of clinical judgment throughout this resource will support students’ capacity to enhance patient safety and equitable health outcomes as well as their success in writing national nursing exams to become licensed to work as a Nurse.