Arveklev, Susanna H.Castillo, Ivan AndrésSkalná, MarkétaDrotarova, LuciaVeiga-Branco, AugustaDahlborg, ElisabethMeireles, AntónioKlaeson, KickiEriksson, Henrik2025-05-282025-05-282025Arveklev; Susanna H; Castillo, Ivan Andrés; Skalná, Markéta; Drotarova, Lucia; Veiga-Branco, Augusta; Dahlborg, Elisabeth; Meireles, António; Klaeson, Kicki; Eriksson, Henrik (2025). A call for norm-consciousness as points of departure in nursing education. Nordic Journal of Nursing Research. ISSN 2057-1593. 45, p. 1-42057-1593http://hdl.handle.net/10198/34495This discussion paper highlights the necessity of norm-critical and norm-creative approaches in nursing education to address healthcare inequalities. Traditional curricula have inadequately engaged with intersectional perspectives, marginalizing various social groups. By integrating norm-conscious pedagogy, nursing students can critically analyze power structures and develop inclusive healthcare solutions. The “Breaking Fences” project introduces innovative tools, such as the norm-lab+, to foster reflexivity and challenge discriminatory norms. Emphasizing social justice, sustainability and self-awareness, this approach equips future nurses to recognize and counter biases, ultimately promoting equitable healthcare practices. Implementing norm-conscious education is crucial for advancing inclusivity and social responsibility in nursing.engHealth equityinterSectionality in healthcareNorm-critical pedagogyNursing education reformjournal article10.1177/20571585251332186