AimsOur study aims to analyse 8 commonly used textbooks to determine how diverse skin tones are represented in paediatric nursing practitioner education.DesignLiterature reviewed from 2016 to 2024 demonstrated that the lack of darkly pigmented skin colour representation in health science education leads to diminished patient outcomes for these populations. Our study sought to study representation teaching images and eight commonly referenced nursing textbooks were chosen for this study, given their use in paediatric nurse practitioner education. Of the eight textbooks selected, five were analysed based on inclusion criteria.MethodsTwo investigators trained in skin prototyping coded each textbook for skin colour representation and coded during 2023–2024. Coders used the widely accepted prototyping scale, the Fitzpatrick Scale (range I‐VI, with I being the lightest colour skin and VI the darkest). Teaching photographs were defined as all photos used to provide insight into a disease or diagnostic technique that included human skin. Two individual coders coded and documented data, ensuring each coder was blinded to the overall results.ResultsOur analysis of 5 textbooks revealed that 2112 images met the criteria as teaching images. Of the 2112 teaching images, 593.5 included images of type IV‐VI skin (darkly pigmented skin), resulting in a 28% representation of dark skin tone images. Additionally, 2 of the 82 total illustrations included patients with dark skin tones, indicating a representation of 2.5%. However, chapters addressing conditions of child abuse/neglect (55.95%) and stigmatised social issues (infectious disease, 54.88%) displayed a disproportionate representation of patients from these demographics.ConclusionsOur results highlight the importance of enhancing equitable representation in educational resources for nursing practitioners.Implications for the Profession/ Patient CareThere is room to collaborate with other health science institutions to establish clear guidelines for future improvement in expanding teaching images to include diversity representation in education.Patient or Public ContributionNo patient or public contribution.

中文翻译：

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儿科护理从业者教科书中肤色表示多样性的分析


目的我们的研究旨在分析 8 本常用的教科书，以确定不同肤色在儿科护理从业者教育中的表现方式。2016 年至 2024 年回顾的 DesignLiterature 表明，健康科学教育中缺乏深色肤色代表会导致这些人群的患者预后降低。我们的研究旨在研究代表性教学图像，鉴于它们在儿科执业护士教育中的使用，本研究选择了八本常用的护理教科书。在选定的 8 本教科书中，根据纳入标准对 5 本进行了分析。方法两名接受过皮肤原型设计培训的研究人员在 2023-2024 年期间对每本教科书的肤色表示进行了编码。编码人员使用了被广泛接受的原型量表，即 Fitzpatrick 量表（范围 I-VI，其中 I 是最浅的肤色，VI 是最深的肤色）。教学照片被定义为用于深入了解包括人体皮肤在内的疾病或诊断技术的所有照片。两名单独的编码员对数据进行编码和记录，确保每个编码员都对总体结果不知情。结果我们对 5 本教材的分析显示，2112 张图像作为教学图像符合标准。在 2112 张教学图像中，593.5 张包括 IV-VI 型皮肤（深色皮肤）的图像，导致 28% 的深色肤色图像的代表性。此外，82 幅插图中有 2 幅包括深色肤色的患者，占 2.5%。然而，解决虐待/忽视儿童状况 （55.95%） 和污名化社会问题（传染病，54.88%）的章节显示，这些人群中患者的比例不成比例。结论我们的结果强调了加强护理从业者教育资源公平代表性的重要性。对专业/患者护理的影响有空间与其他健康科学机构合作，为未来改进扩大教学形象以包括教育中的多样性代表建立明确的指导方针。患者或公众捐款没有患者或公众捐款。