COVID-19 and the impact of social determinants of health.

Lancet Respiratory and Medicine. 2020; 8: 659-661https://doi.org/10.1016/S2213-2600(20)30234-4

Racial disparities-associated COVID-19 mortality among minority populations in the US.

Journal of Clinical Medicine. 2020; 9: 2442https://doi.org/10.3390/jcm9082442

American Academy of Physician Assistants (2020), AAPA supports the Black community and pledges to combat racism.Retrieved from https://www.aapa.org/news-central/2020/06/aapa-supports-black-community-pledges-to-combat-racism/

American Association of Colleges of Nursing. Enhancing diversity in the workforce (2019). Retrieved from https://www.aacnnursing.org/news-information/fact-sheets/enhancing-diversity.

American Association of Colleges of Nursing. Diversity, equity, and inclusion. (2021). Retrieved from https://www.aacnnursing.org/Diversity

Association of American Medical Colleges. (2021). Equity, diversity, and inclusion. Retrieved from https://www.aamc.org/what-we-do/equity-diversity-inclusion

Bahreman N.T. Swoboda S.M.

Honoring diversity: Developing culturally competent communication skills through simulation.

Journal of Nursing Education. 2016; 55: 105-108https://doi.org/10.3928/01484834-20160114-09

Berkeley Lab. Inclusion, Diversity, Equity & Accountability (IDEA). (2020). Upstander. Retrieved from https://ideas-in-action.lbl.gov/accountability/upstander

Center for Medical Simulation. The basic assumptionTM. (2020). Retrieved from https://harvardmedsim.org/resources/the-basic-assumption

Infusing social justice in undergraduate nursing education: Fostering praxis through simulation.

Journal of Forensic Nursing. 2018; 14: 88-97https://doi.org/10.1097/JFN.0000000000000198Carter B. McMillian-Bohler J.

Rewriting the microaggression narrative: Enhancing nursing students' ability to respond.

Nurse Educator. 2020; 46: 96-100https://doi.org/10.1097/NNE.0000000000000850Cheng A. Rodgers D.L. van der Jagt É. Eppich W. O'Donnell J

Evolution of the pediatric advanced life support course: Enhanced learning with a new debriefing tool and web-based module for pediatric advanced life support instructors.

Pediatric critical care medicine. 2012; 13: 589-595https://doi.org/10.1097/PCC.0b013e3182417709Dalton J. Ivory K. Macneill P. Nash L. River J. Dwyer P. Scott K.M.

Verbatim theater: Prompting reflection and discussion about healthcare culture as a means of promoting culture change.

Teaching and learning in Medicine. 2020; 32: 531-540https://doi.org/10.1080/10401334.2020.1768099DeCuir-Gunby J. Johnson O.T. Edwards C.W. McCoy W.N. White A.M

African American professionals in higher education: Experiencing and coping with racial microaggressions.

Race Ethnicity and Education. 2020; 23: 492-508https://doi.org/10.1080/13613324.2019.1579706

Message From President Dunn on Racism and Systemic Inequality in America.

American Physical Therapy Association. 2020; (Retrieved from)

Cultural intelligence: Individual interactions across cultures.

Stanford University Press, Stanford, CA2003Einhellig K.S. Hummel F.I. Gryskiewicz C.

The power of affective learning strategies on social justice development in nursing education.

Journal of Nursing Education and Practice. 2014; 5: 121https://doi.org/10.5430/jnep.v5n1p121

Social justice training in school psychology: Applying principles of organizational consultation to facilitate change in graduate programs.

Journal of Educational & Psychological Consultation. 2017; 27: 173-202https://doi.org/10.1080/10474412.2016.1217489

Systemic racism, chronic health inequities, and COVID-19: A syndemic in the making?.

American Journal of Human Biology. 2020; 32: e23482https://doi.org/10.1002/ajhb.23482Harwood S.A. Choi S. Orozco M. Browne Huntt M. Mendenhall R.

Racial microaggressions at the University of Illinois at Urbana-Champaign: Voices of students of color in the classroom.

University of Illinois at Urbana-Champaign. 2015; (Retrieved August 1, 2020, from)Hess L. Palermo A.G. Muller D.

Addressing and undoing racism and bias in the medical school learning and work environment.

Academic Medicine: Journal of the Association of American Medical Colleges. 2020; 95: S44-S50https://doi.org/10.1097/ACM.0000000000003706Howard V. Englert N. Kameg K. Perozzi K.

Integration of simulation across the undergraduate curriculum: Student and faculty perspectives.

Clinical Simulation in Nursing. 2011; 7: 1-10https://doi.org/10.1016/j.ecns.2009.10.004INACSL Standards Committee

Healthcare Simulation Standards of Best PracticeTM.

Clinical Simulation in Nursing. 2021; https://doi.org/10.1016/j.ecns.2021.08.018Decker S. Alinier G. Crawford S.B. Gordon R.M. Jenkins D. Wilson C INACSL Standards Committee

Healthcare Simulation Standards of Best PracticeTM: The debriefing process.

Clinical Simulation in Nursing. 2021; https://doi.org/10.1016/j.ecns.2021.08.011Karani R. Varpio L. May W. Horsley T. Chenault J. Miller K.H. O'Brien B

Commentary: Racism and bias in health professions education: How educators, faculty developers, and researchers can make a difference.

Academic medicine: Journal of the Association of American Medical Colleges. 2017; 92: S1-S6https://doi.org/10.1097/ACM.000000000000192800000001928Levett-Jones T. Lapkin S.

A systematic review of the effectiveness of simulation debriefing in health professional education.

Nurse Education Today. 2014; 34: e58-e63https://doi.org/10.1016/j.nedt.2013.09.020

Lioce L. (Ed.), Lopreiato J. (Founding Ed.), Downing D., Chang T.P., Robertson J.M., Anderson M.,Diaz D.A., and Spain A.E. (Assoc. Eds.) and the Terminology and Concepts Working Group (2020), Healthcare SimulationDictionary Second Edition. Rockville, MD: Agency for Healthcare Research and Quality; September 2020. AHRQPublication No. 20-0019. Doi:https://doi.org/10.23970/simulationv2.

Molloy M. Sabol V. Silva S. Guimond M.E.

Using trigger films as a bariatric sensitivity intervention: Improving nursing students' attitudes and beliefs about caring for obese patients.

Nurse Educator. 2016; 41: 19-24https://doi.org/10.1097/NNE.0000000000000225National Academies of Sciences, Engineering, and Medicine

Addressing diversity, equity, inclusion, and anti-racism in 21st century STEMM Organizations.

in: Proceedings of a Workshop–in Brief. The National Academies Press, Washington, DC2021https://doi.org/10.17226/26294Odukoya E.J. Kelley T. Madden B. Olawuni F. Maduakolam E. Cianciolo A.T.

Extending “beyond diversity”: Culturally responsive universal design principles for medical education.

Teaching and Learning in Medicine. 2021; 33: 109-115https://doi.org/10.1080/10401334.2021.1890679Richard-Eaglin A. Muirhead L. Webb M. Randolph S.

A syndemic effect: Interrelationships between systemic racism, health disparities, and COVID-19.

Nursing 2020. 2022; 52: 38-43https://doi.org/10.1097/01.NURSE.0000803424.08667.c6Rudolph J.W. Simon R. Rivard P. Dufresne R.L. Raemer D.B.

Debriefing with good judgment: Combining rigorous feedback with genuine inquiry.

Anesthesiology clinics. 2007; 25: 361-376https://doi.org/10.1016/j.anclin.2007.03.007McDermott D. Ludlow J. Horsley E. Meakim C INACSL Standards Committee

Healthcare Simulation Standards of Best PracticeTM Prebriefing: Preparation and briefing.

Clinical Simulation in Nursing. 2021; https://doi.org/10.1016/j.ecns.2021.08.008Sue D.W. Capodilupo C.M. Torino G.C. Bucceri J.M. Holder A.M. Nadal K.L. Esquilin M.

Racial microaggressions in everyday life: Implications for clinical practice.

The American Psychologist. 2007; 62: 271-286https://doi.org/10.1037/0003-066X.62.4.271Vora S. Dahlen B. Adler M. Kessler D.O. Jones V.F. Kimble S. Calhoun A.

Recommendations and guidelines for the use of simulation to address structural racism and implicit bias.

Simulation in Healthcare: Journal of the Society for Simulation in Healthcare. 2021; 16: 275-284https://doi.org/10.1097/SIH.0000000000000591Wheeler D.J. Zapata J. Davis D. Chou C.

Twelve tips for responding to microaggressions and overt discrimination: When the patient offends the learner.

Medical Teacher. 2019; 41: 1112-1117https://doi.org/10.1080/0142159X.2018.1506097Wyatt T.R. Kleinheksel A.J. Tews M.

Linking patient care ownership and professional identity formation through simulation.

Teaching and learning in Medicine. 2021; 33: 164-172https://doi.org/10.1080/10401334.2020.1813583