@magenta173 @UnaDispatch An entire constellation of guiding questions comes to mind. 1) Whose voices, epistemological histories, & bold/sharp leadership today are you learning from & bringing into your classroom, skills lab, sim lab, pre/post conf, faculty meetings, committees?

2) Who does your program actually truly serve?
3) Whose comfort do you protect in learning settings, committee mtgs, potential faculty interviews, faculty mtgs, etc.?
4) How do you gatekeep what nursing is and who nurses are?
5) Are you still using "cultural competence"?

6) Do you push past colorblind colonial calls for "civility" and past watered down "diversity and inclusion" to racial justice? Disability justice? Dismantling heteronormativity & patriarchy?
7) How do you dismantle the perceived hierarchy of nursing specialties?

8) How do you actively challenge saviorism, charity, & voyeurism?
9) To what degree are BIPOC faculty, staff, & students navigating, tolerating, surviving your presence & position of influence in their lives?
10) Are u limiting advocacy to language interpretation and med safety?

11) Do you socialize students to value people as members of communities and families (bio or chosen)? Or are people minimized to health care professional OR patient/client?
12) Do you leave the topic of race to the end of the course or out completely? Or racism as risk factor?

13) When do you say "health disparities" and when do you say "health inequities"?
14) How does your investment in diversity go beyond images copied and pasted into PPT slides?
15) How do you incentivize, support, and/or require deep study of Black feminist scholars' work?

16) How are reckoning of roots of racism of health care evidenced in your curriculum, committee priorities, leadership, mentorship, & hiring?
17) What topics are relegated to Community Health Nursing?
18) How do you ensure grad students are versed in facilitating dialogue?

19) When BIPOC students go to office hours to ask for clarification of exam questions/answers, are you assuming they're trying to get more points or simply wanting to understand your perspective? Are you scared when they raise their voice from your lack of listening?

20) Where are Critical Race Theory, Critical Pedagogy, Disability Justice, etc. in your programs?
21) What do you say when a colleague says, "What can we learn from them?" [them meaning non nurses]
22) Are you naming problematic takes on "culture" in practice NCLEX questions?

23) Are you assigning textbooks with problematic transcultural nursing tables? Or that say females prepare to become mothers when they play with dolls? Or focus on pink skin?
24) Do you model to students and colleagues that "nursing is apolitical"?

25) How are you challenging/dismantling narratives of race as a biological construct vs. a political one?
26) Are you asking students to learn about trans health concerns and issues from the 1 openly trans cohort member?
27) How are culture & race conflated in sim lab scenarios?

28) Are you drawing students' gaze to "vulnerable populations" without looking @ systems of power that place them directly in harm's way?
29) Do you socialize students to frame patient deservingness of care through a lens of niceness and effusive gratitude?

30) When do you uplift solutions put forth by communities who bear the brunt of economic, social, and environmental inequities?

Hope these guiding questions help! Happy to dialogue and connect! @sarahcorinne8 @EliseConant @drannamvaldez

One last one!
31) When BIPOC - LGBTQIA students voice concerns, interests, & critical analysis, what do you do when classmates roll their eyes & act to silence them? How do you keep yourself from relegating such discussions to office hours?