As nursing professional development (NPD) professionals, we influence the tone and experience of professional gatherings. From orientation and educational programs to conferences and celebrations, we create environments where we strive for all learners to feel seen, valued, and included. Guided by Standard 9: Respectful and Equitable Practice from Nursing Professional Development: Scope and Standards of Practice (Harper & Maloney, 2022), we can embed inclusion into every aspect of our education activities and professional development events. The authors of this article are volunteer members of the Association for Nursing Professional Development (ANPD) Diversity, Equity, and Inclusion Committee and we aim to share inclusive best practices to support meaningful, equitable learning experiences.

Best Practices for Designing Inclusive Events

The authors have compiled best practice recommendations for integration into professional development event planning that can be applied in your organization to increase inclusivity by cultivating spaces for connection, psychological safety, and professional growth. To create a professional development event that is accessible and inclusive for all learners, proactive planning, intentional discussions, and decision-making within the planning team are essential. First, let’s consider the educational content. Use the APA’s Inclusive Language Guide to ensure that presentations and materials adhere to the basic principles of inclusive language (American Psychological Association, 2021). Next, ensure that visual accessibility is met. Review presentations for color contrast and color deficiencies. There are free online simulators that demonstrate what the presentation looks like in various color vision deficiencies and if color contrast is compliant to accessibility standards.

Another important step is checking presentations for bias using an online checklist, such as the Upstate Bias Checklist (The Bias Checklist Collaborative, 2023). Consider auditory needs regarding the presentation materials. Explore options available for live captioning and audio support for individuals who may be hard of hearing, have hearing loss, or for whom English is a non-native language. Many mobile devices allow users to turn on live captions or live transcribing. How-to resources can be included within the program guide or event app. Preparing an event that is accessible for all includes supporting presenters in developing inclusive materials by supplying resources, guidelines, and helpful tools (Milo et al., 2004).

If you are planning an in-person event, consider a land acknowledgment. Honoring Indigenous lands and communities is an important aspect of intentional inclusion, and can serve as a powerful act of recognition and relationship-building. While symbolic, land acknowledgments invite reflection on colonization and affirm a shared commitment to equity and reconciliation. To ensure authenticity, identify the traditional stewards of the land, engage with local Native groups, and deliver the acknowledgment with care and context (National Environmental Education Foundation, 2026).

Event logistics are critical to ensuring learners’ physical, psychological and well-being needs are met. Each venue or event varies so logistics will change depending on what is being offered. When delivering a professional development event, consider:

• Accessibility of the location (e.g., ramps, elevators, and accessible seating)
• Quiet zones to reduce overstimulation and a place to rest and recharge
• Prayer or wellness rooms to be inclusive of various religious or personal practices
• Lactation rooms
• Dietary options (e.g., vegan, halal, gluten-free). The available options should be communicated in advance so learners know their options and can plan accordingly
• Gender-neutral bathrooms

Lastly, there should be a feedback mechanism to gather learner feedback regarding event accessibility and inclusiveness. As part of a post-event evaluation, for example, ask learners if presenters used accessible materials and inclusive language. This feedback can be used to evaluate intended impact and continuously improve future events.

Addressing Barriers

Barriers are likely to occur in any event planning, and when this happens there are different ways to approach it. Ensuring accessibility and inclusiveness requires time, persistence, and commitment, but providing adequate resources supports alignment with event best practices. There may be financial, physical space, and technology limitations that affect what can be implemented. NPD teams can implement meaningful change even if it occurs incrementally. Focusing on areas where you have influence over the barriers and proactively identifying and addressing limitations creates more accessible and inclusive learning experiences over time. See Table 1 for inclusive best practice recommendations including application and potential barriers.

Table 1

Best Practice Recommendation	Application Example	Barriers	Solutions
Accessibility for All Learners (APA, 2024; Ojong, 2025)	Live captioning services to support those with low hearing or prefer to learn by reading versus listening.	Financial Technology	Embedded live transcription services Provide information on automatic transcription for individual devices Consider individual reimbursement
Inclusive Presentation Guidelines (APA, 2024)	Ensure accurate, inclusive language is used on all visual supports and resources to avoid causing unintended harm to learners.	Organizational policy (approved/not approved terminology) Knowledge gaps Time to integrate	Provide individualized support Provide presenters with inclusive language resources Follow up with recommended content changes Develop presentation templates for presenter use
Inclusive Event Logistics (APA, 2024)	Prepare and communicate accommodations ahead of time – this allows learners to understand what to expect.	Lack of control over options with the venue Financial constraints	Proactively communicate what will be available Provide individualized learner support to recognize and address barriers
Meaningful Land Acknowledgement (Arce, 2026)	Identify the traditional inhabitants of the land, engage local Indigenous partners on preference of acknowledgement delivery, offer an honorarium when appropriate, clearly name the communities being recognized, and deliver respectfully at the start of the event.	Limited relationships with local tribes Uncertainty about language Concern about performative allyship	Connect with intertribal councils or Native health organizations as a starting point for ongoing collaboration, not a rote action Use reputable templates, seek local review, and practice pronunciation in advance Pair acknowledgments with learning or action steps to build relationships and accountability
Feedback and Improvement (Includovate, n.d.)	Evaluate the intended outcomes of the event for accessibility and inclusiveness.	Lack of time, knowledge, or resources: Learners to complete evaluation Integration of inclusivity principles  into the evaluation Collation and analysis of data	Reminders and incentive to complete evaluation Standardized evaluations tied to the intended outcomes Schedule time to complete data analysis and determine if outcomes were met

Conclusion

NPD teams have a unique set of skills and perspectives to leverage and strengthen the quality of events, as well as the overall experience of those in attendance. With thoughtful planning and intentional decisions, individuals attending events will gain needed knowledge and skills in a supportive and inclusive environment that promotes engagement. The development and sustainment of an individual’s professional nursing identity is strengthened when they feel seen, safe, and supported (Clarke et al., 2024). NPD teams have a responsibility  to design inclusive events that  address  health equity, inequality, and social determinants of health in the communities they serve (Cameron & Roth, 2024). Nursing is a diverse profession. With intentional decisions, NPD teams can make a difference in making people feel valued and supported. Including meaningful land acknowledgments is one way NPD teams can model equity in action and foster a deeper sense of respect and belonging at events. In your planning teams and committees, consider where to begin. From intentional review of learning materials for visual needs, language, and representation, to inclusion of closed captioning, and selection of learning spaces that support access as well as personal needs, it is important to start somewhere. Let’s move nursing education and professional development forward, and plan events that help all learners feel included.

Acknowledgement

The authors would like to thank Dr. Sabrina McKinney, DNP, RN, NPDA-BC, NEA-BC, for review and feedback on the meaningful land acknowledgements segment.

References

American Psychological Association. (2024). Creating inclusive presentations, meetings, and events. American Psychological Association. https://www.apa.org/pi/disability/resources/convention/

American Psychological Association. (2021). Inclusive language guidelines. American Psychological Association. https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines

Arce, J. (2026). How to conduct a land acknowledgement. Partnership with Native Americans. https://nativepartnership.org/how-to-conduct-a-land-acknowledgement/

Bias Checklist Collaborative. (n.d.). The Upstate Bias Checklist: A Checklist for Assessing Bias in Health Professions Education Content. https://www.biaschecklist.org/the-upstate-bias-checklistnyurl.com/upstatebiaschecklist

Cameron, V., & Roth, J. (2024). Disability Through a Nursing Professional Development Lens: Creating Inclusive Learning Environments. Journal for nurses in professional development, 40(3), 177–179. https://doi.org/10.1097/NND.0000000000001048

Clark, C. M., Davis, S., Kuhl, L., Priddy, K. D., & Robinson, M. D. (2024). Conceptualizing the influence of diversity, equity, inclusion, and belonging on professional identity in nursing. The Journal of Continuing Education in Nursing, 55(10), 493–499. https://doi.org/10.3928/00220124-20240909-01

Harper, M. G., & Maloney, P. (Eds.). (2022). Nursing professional development: Scope and standards of practice (4th ed.). Association for Nursing Professional Development.

Includovate (n.d.) Inclusive Evaluation. Includovate: Innovate for Inclusion. https://www.includovate.com/inclusive-evaluation/

Milo, R. B., Najjar, R., Godfrey, T. M., Wang, S. Y., Noone, J., Scorsone, K., Attis-Josias, M., & Boehning, A. (2024). Centering diversity, equity, and inclusion in a regional professional nursing organization. Nursing outlook, 72(3), 102171. https://doi.org/10.1016/j.outlook.2024.102171

National Environment Education Foundation. (2026). A Guide to Indigenous Land Acknowledge. https://www.neefusa.org/guide-indigenous-land-acknowledgment

Ojong, A.S., (2025). Bridging the digital divide: Unmasking socioeconomic barriers to equitable access to digital tools in education. International Journal of Science and Research. 15(01): 1285-1300. https://doi.org/10.30574/ijsra.2025.15.1.1143