Rozendo Célia Alves, Santos Salas Anna, Cameron Brenda
School of Nursing and Pharmacy, Federal University of Alagoas, Campus AC Simões, Av. Lourival Melo Mota, S/N, Tabuleiro do Martins, Cep: 57072-970 Maceió, AL, Brazil.
Faculty of Nursing University of Alberta, 3rd Floor Edmonton Clinic Health Academy, 11405 87 Avenue, Edmonton T6G 1C9, Alberta, Canada.
Nurse Educ Today. 2017 Mar;50:62-71. doi: 10.1016/j.nedt.2016.12.006. Epub 2016 Dec 16.
Social and health inequalities are a reality around the world and one of the most important challenges in the current age. Nurse educators can respond to these challenges by incorporating curricular components to identify and intervene in social and health inequalities.
To examine how social and health inequalities have been addressed in the nursing curriculum.
Informed by the work of Paulo Freire, a critical literature review was performed to examine how social and health inequalities have been addressed in the nursing curriculum.
In July 2015, we searched for articles published from 2000 to 2015 in ERIC, CINAHL, Web of Science, Scielo, MEDLINE and LILACS databases. Main search terms included "disparity" or "inequality" and "curriculum" and "nursing." We included studies published in academic journals in English, Portuguese and Spanish.
A total of 20 articles were included in this review. Most of the articles (15) were from the United States and described educational experiences in implementing courses in nursing undergraduate curricula. Limited experiences with graduate nursing education were identified. Social and health inequalities were approached in these articles through elements such as social justice, cultural competence, cultural safety, and advocacy. A concern to reduce social and health disparities was noted. We identified three major themes in the articles included in this review: 1) elements in the curricula that can contribute to reducing social and health inequalities; 2) educational and research strategies used to address the theme of inequalities; 3) a focus on socially vulnerable populations to increase awareness on social and health inequalities.
Findings suggest that nursing education initiatives align with the recommendations from the World Health Organization to address disparities. There is also a need to identify existing conceptual and practical content on inequalities in the nursing curriculum through future research.
社会和健康不平等是全球存在的现实，也是当代最重要的挑战之一。护理教育工作者可以通过纳入课程内容来识别并干预社会和健康不平等现象，从而应对这些挑战。
探讨护理课程中如何处理社会和健康不平等问题。
以保罗·弗莱雷的著作为指导，进行了一项批判性文献综述，以研究护理课程中如何处理社会和健康不平等问题。
2015年7月，我们在教育资源信息中心（ERIC）、护理学与健康领域数据库（CINAHL）、科学引文索引（Web of Science）、科学电子图书馆在线（Scielo）、医学文献数据库（MEDLINE）和拉丁美洲及加勒比地区卫生科学数据库（LILACS）中搜索了2000年至2015年发表的文章。主要检索词包括“差异”或“不平等”以及“课程”和“护理”。我们纳入了以英文、葡萄牙文和西班牙文发表在学术期刊上的研究。
本综述共纳入20篇文章。大多数文章（15篇）来自美国，描述了在护理本科课程中实施课程的教育经验。确定了研究生护理教育方面的有限经验。这些文章通过社会正义、文化能力、文化安全和宣传等要素来探讨社会和健康不平等问题。人们注意到了减少社会和健康差异的关切。我们在本综述纳入的文章中确定了三个主要主题：1）课程中有助于减少社会和健康不平等的要素；2）用于处理不平等主题的教育和研究策略；3）关注社会弱势群体以提高对社会和健康不平等的认识。
研究结果表明，护理教育举措与世界卫生组织关于解决差异问题的建议相一致。还需要通过未来的研究来确定护理课程中关于不平等问题的现有概念性和实践性内容。
