Seattle University, Seattle, WA, USA.
Public Health Nurs. 2020 Jul;37(4):602-613. doi: 10.1111/phn.12756. Epub 2020 Jun 4.
The objective of this study is the use of structural competency (SC) as a tool to broaden the view of nursing students beyond individual, behavioral, biological, and cultural frameworks to encompass the structural determinants of health.
This mixed-methods pilot study consists of a concurrent nested strategy in which close-ended, forced-choice questions are the drivers while open-ended questions are embedded therein.
The sample consists of second-year doctor of nursing practice students.
The short-term impact is measured through the use of a survey tool.
The 3-hr SC educational module focuses on six learning objectives: knowledge of structural terms, identifying SC effects on population and patient health; strategizing responses to these influences, student readiness to create change at the individual, organizational, and systems-level, identifying needed tools, and assessing empowerment and burnout.
Students understand structural terms and are willing to create systemic change but lack necessary tools which may result in burnout.
Careful thought about curricula incorporating SC and skills to offset the potential impact of burnout is needed.
本研究旨在将结构能力（SC）用作工具，拓宽护理学生的视野，超越个人、行为、生物和文化框架，涵盖健康的结构决定因素。
这是一项混合方法的试点研究，包括同时进行的嵌套策略，其中封闭式、强制性选择问题是驱动因素，而开放式问题则嵌入其中。
样本由护理实践专业二年级博士研究生组成。
短期影响通过使用调查工具进行测量。
3 小时的 SC 教育模块侧重于六个学习目标：结构术语知识、识别 SC 对人群和患者健康的影响；针对这些影响制定应对策略、学生准备好在个人、组织和系统层面进行变革、确定所需的工具，以及评估赋权和倦怠。
学生理解结构术语，并愿意进行系统性变革，但缺乏必要的工具，这可能导致倦怠。
需要仔细考虑纳入 SC 和技能的课程，以抵消倦怠的潜在影响。
