The nursing profession can both perpetuate inequities and elevate the discourse around disability. Our article uses an intersectional lens to discuss the scope, magnitude, and determinants of health inequities that people with disabilities experience and the ways in which theoretical models of disability used in nursing education can further contribute to inequities. Our article makes the case for an intersectional social justice approach to nursing education by contextualizing the current state of affairs within historical and contemporary models of disability. This has the potential to be a revolutionary leap toward promoting health equity and upholding the Code of Ethics.
Departments of Health Sciences (Dr Engelman) and Nursing (Drs Valderama-Wallace and Nouredini), California State University, East Bay, Hayward, California.
Correspondence: Alina Engelman, DrPH, MPH, Department of Health Sciences, California State University, East Bay, 25800 Carlos Bee Blvd, SF#502, Hayward, CA 94542 (firstname.lastname@example.org).
We acknowledge and honor the tireless work of disability activists and scholars, particularly those with multiple intersectional identities in advancing the cause of health, health care equity, and access for people with a wide range of disabilities and who are made to experience inequities on a daily basis. We also acknowledge our positionality as a team with a mix of abilities, privileges, and marginalized identities. We put forth our work mindful or cognizant of our own social locations and privilege with regard to disability.
The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.