Teaching Care: Creating and evaluating a nursing history curriculum about Black nursing and healthcare

Aim The purpose of this study was to develop and evaluate a multisite, AACN-aligned Black nursing history curriculum. Background Black nursing history remains largely absent from nursing education. Teaching Care is an AACN-aligned, primary-source-driven curricular library designed for undergraduate and graduate students. Methods Using a mixed-methods, three-phase design, we developed and evaluated Teaching Care, a curricular library of eight primary-source-driven lessons. Faculty across six universities implemented the curriculum. Post-lesson evaluations were completed by 266 students and 10 faculty. Results Eight AACN-aligned lessons were developed. Students reported high engagement and perceived learning (all item means >4.0/5), increased knowledge of Black nursing history, and stronger professional identity connection. Faculty rated lessons highly (overall M = 4.72/5) and endorsed feasibility and relevance across program types. Conclusion A multisite evaluation supports Teaching Care as a feasible, equity-centered approach to integrating Black nursing history into nursing curricula.