Racial implicit bias (RIB) is defined as prejudiced notions based on unconscious attitudes and stereotypes founded on race which can influence one's behavior, affect, thinking, and judgement (Vela et al., 2022). Within a healthcare context, RIB is a known contributing factor to healthcare disparities (Chaturedi & Gabriel, 2020; Liu et al., 2022; Mulchan et al., 2021; Narayan, 2019). RIB may adversely influence medical encounters between healthcare professionals and minority patients by leading to communication that is not patient-centered and treatment decisions that are not based on clinical presentation (Chaturedi & Gabriel, 2020; Fischella et al., 2021; Narayan, 2019; Vela et al., 2022). As a result, minority patients may perceive the healthcare experience as discriminatory and or negative. In addition, minority patients mistrust of the healthcare provider may influence non-adherence to treatment regimens or the refusal to seek healthcare (Williams et al., 2019). This type of patient-healthcare provider interaction can directly contribute to disparities in quality of care, as well as increased morbidity and mortality rates among minorities (Pereda & Montoya, 2018; Saluja & Bryant, 2021; Williams et al., 2019; Vela et al., 2022).

As nursing students prepare to become frontline healthcare providers, several factors must be considered. The United States is predicted to become a majority-minority country by 2045 due to the daily growth in diversity (American Hospital Association, 2019). In addition, there is a need to respond to the healthcare needs of growing diverse populations (National Academies of Sciences, Engineering, and Medicine [NASEM], 2021). The premier professional organizations for nursing education, the National League for Nursing (NLN) and the American Association of Colleges of Nursing (AACN) have initiatives to address structural racism and related issues including implicit bias (NLN, 2021; AACN, 2023). The AACN framework for nursing education, The Essentials, integrates contemporary issues including diversity, equity and inclusion, and calls for nursing education to become more equitable and inclusive (AACN, 2021). The discussion of diversity, equity and inclusion in the Essentials points out the biases, both implicit and explicit, need to be examined (AACN, 2021).

The authors are unaware of any evidence concerning nursing students and RIB. Therefore, the purpose of this study was to describe the perspectives of pre-licensure nursing students regarding RIB and its impact on patient care.