****SPECIAL ISSUE****

Once a manuscript is accepted for the special issue, it will be available for “early access” on the journal’s website as soon as it is ready. After all the articles have been approved, the whole thematic issue will be released.

Equity, Diversity, and Inclusion (EDI) in Practice, Education, and Research in Health: Issues, Realities, Challenges, and Perspectives

CO-DIRECTED BY:

• Sophie Brière, Professor in the Department of Management at Université Laval (Canada)
• Myriam Gauthier, Professor at the Faculty of Nursing at Université Laval (Canada)
• Andressa Teoli Nunciaroni, Professor in the Nursing School Alfredo Pinto at the Universidade Federal do Estado do Rio de Janeiro (Brazil)
• Corinne Béguerie-Goddaert, Ph. D., Research Professional at the EDI2 Institute at Université Laval (Canada)
• Joachim Rapin, Ph. D., RN, Head of Quality & Safety Governance, Deputy to the Director of Care at Centre hospitalier universitaire Vaudois (Switzerland)
• Diego Herrera, Ph. D., Specialist in Equity, Diversity, and Inclusion, Human Resources and Health, Safety, and Environment Department, Research Institute of the McGill University Health Centre (Canada)

INTRODUCTION OF THE TOPIC PROPOSAL

Emerging at the intersection of various research trends and the mobilization of diverse groups advocating for greater equity, EDI has become essential in education, healthcare, and work environments. Equity ensures that individuals are treated fairly, regardless of their identity or differences, by taking their specific characteristics into account to achieve the most just outcomes. Therefore, it is crucial to implement measures that eliminate discrimination and inequities promoting equal opportunities and treatment for all (Arsel, 2021; Calabrese Barton, 2020; Conseil de recherches en sciences naturelles et en génie du Canada [CRSNG], 2024).

Diversity encompasses the living conditions, modes of expression, and experiences of different individuals and groups characterized by age, education level, sexual orientation, parental status or responsibilities, immigration status, Indigenous status, religion, disability, language, race, birthplace, ethnic origin, culture, socioeconomic situation, and others (Arsel, 2021; CRSNG, 2024; Harrison-Bernard, 2020).

Inclusion seeks to create a respectful environment that fully integrates each individual. It achieves this by providing supportive measures that promote well-being and personal accomplishments. Inclusion is a shared responsibility that involves identifying and removing obstacles, whether they are tangible barriers or hidden rules, intentional or unintentional, impeding participation and contribution (Arsel, 2021; CRSNG, 2024; Ferdman et Deane, 2014).

EDI aligns with the concept of intersectionality, which examines the interconnected nature of multiple forms of discrimination and marginalization, including racism, sexism, homophobia, classism, among others. These overlapping factors shape the unique experiences of injustice faced by individuals and groups (Akotirene, 2019). The World Health Organization (Organisation mondiale de la Santé, 2017) highlights that discrimination violates the most fundamental human rights protected by international law. In health-related contexts, such discrimination obstructs access to services, undermines their quality, and perpetuates the exclusion of marginalized individuals.

In light of the arguments presented above, we invite you to submit a scientific article to this special issue on “Equity, Diversity, and Inclusion (EDI) in Practice, Education, and Research in Health: Issues, Realities, Challenges, and Perspectives.” The aims of this issue are to: 1) share research findings, experiences, and best practices that can enhance EDI in the healthcare field; 2) foster discussions and collaborations among health educators, healthcare staff and professionals, the public, community groups, researchers, and policymakers regarding EDI; 3) disseminate diverse cases and perspectives on concrete practice changes or EDI environments in the health sector, whether within healthcare establishments or educational settings.

Submissions (in English or French) can address one of the following four topics from various disciplinary or practical perspectives: EDI in healthcare personnel training; EDI in health research; EDI in access to services in healthcare institutions (including community-based organizations); and EDI in personnel and human resource management in healthcare settings. For further information, please visit https://sips-snahp.ojs.umontreal.ca/index.php/sips-snahp/call

Submission deadline: September 1, 2025

For article submission instructions, please visit the journal’s website:  https://sips-snahp.ojs.umontreal.ca/index.php/sips-snahp/about/submissions

Type of articles accepted by the journal: https://sips-snahp.ojs.umontreal.ca/index.php/sips-snahp/articlestype

References

Akotirene, K. (2019). Interseccionalidade. Polém.

Arsel, Z., Crockett, D., & Scott, M. L. (2021). Diversity, Equity, and Inclusion (DEI) in the Journal of Consumer Research: A Curation and Research Agenda. Journal of Consumer Research, 48(5), 920–933. https://doi.org/10.1093/jcr/ucab057

Calabrese Barton, A., & Tan, E. (2020). Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning. Educational Researcher, 49(6), 433–440. https://doi.org/10.3102/0013189x20927363

Conseil de recherches en sciences naturelles et en génie du Canada. (2024). Guide du CRSNG pour la prise en compte des considérations en matière d’équité, de diversité et d’inclusion dans la recherche. Conseil de recherches en sciences naturelles et en génie du Canada. https://www.nserc-crsng.gc.ca/NSERC-CRSNG/Policies-Politiques/EDI_guidance-Conseils_EDI_fra.asp

Ferdman, B. M., &  Deane, B. (2014). Diversity at work: The practice of inclusion. Wiley Online Library. https://doi.org/10.1002/9781118764282

Harrison-Bernard, L. M., Augustus-Wallace, A. C., Souza-Smith, F. M., Tsien, F., Casey, G. P., & Gunaldo, T. P. (2020). Knowledge gains in a professional development workshop on diversity, equity, inclusion, and implicit bias in academia. Advances in Physiology Education, 44(3), 286–294. https://doi.org/10.1152/advan.00164.2019

Organisation mondiale de la Santé. (2017). Mettre fin à la discrimination dans les établissements de soins. https://www.who.int/fr/news/item/27-06-2017-joint-united-nations-statement-on-ending-discrimination-in-health-care-settings 

Editor in Chief

Maria Cecilia Gallani, Ph. D., RN

Faculty of nursing, Université Laval, Centre de recherche de l’Institut universitaire de cardiologie et de pneumologie de Québec-Université Laval

Email: maria-cecilia.gallani@fsi.ulaval.ca

Managing Editor

Mélina Bernier, M.A. Social intervention

Faculty of nursing, Université de Montréal

Email: melina.bernier@umontreal.ca