构建学习的社会决定因素™框架：一个案例研究
Developing a Social Determinants of Learning™ Framework: A Case Study.
作者信息
Sanderson Carla D, Hollinger-Smith Linda M, Cox Karen
机构信息
About the Authors Carla D. Sanderson, PhD, RN, is provost; Linda M. Hollinger-Smith, PhD, RN, FAAN, ANEF, is associate provost; and Karen Cox, PhD, RN, FACHE, FAAN, is president, Chamberlain University, Chicago, Illinois. The authors acknowledge the contributions of Joanne Disch, PhD, RN, FAAN, professor ad honorem, University of Minnesota School of Nursing; Gilbert Singletary, PhD, JD, MBA, MSW, LCSW, senior director, College of Health Professions, Chamberlain University; and Bernice B. Rumala, PhD, EdM, dean of student engagement and success, Online BSN Program, Chamberlain University, in the preparation of this article. For more information, contact Dr. Sanderson at
出版信息
Nurs Educ Perspect. 2021;42(4):205-211. doi: 10.1097/01.NEP.0000000000000810.
AIM
The aim of the study was to propose a framework, social determinants of learning™ (SDOL™), an actionable model to address learning disparities and expand learning opportunities to support nursing student diversity, equity, and inclusion.
BACKGROUND
There is significant growth in the racial and ethnic diversity across students at all levels of higher education, mirroring the growing diversity of the US population. Yet, lower rates of persistence and higher attrition rates among these student groups continue.
METHOD
The authors established six socially imposed forces, causative domains, as foundational to the SDOL framework. Key attributes of each domain were identified through a literature search. A case study illustrates an initial study of interventions targeting specific domains of the framework aimed toward student success.
CONCLUSION
Equitable education for all has far-reaching implications across nursing education and higher education in general. Further development and testing of the SDOL framework will support the goal of equitable education for all.
目的
本研究的目的是提出一个框架，即学习的社会决定因素™（SDOL™），这是一个可采取行动的模型，旨在解决学习差距并扩大学习机会，以支持护理专业学生的多样性、公平性和包容性。
背景
高等教育各层次学生的种族和族裔多样性显著增加，这反映了美国人口日益增长的多样性。然而，这些学生群体中的持续率较低且辍学率较高的情况仍在继续。
方法
作者确定了六种社会施加的力量，即因果领域，作为SDOL框架的基础。通过文献检索确定了每个领域的关键属性。一个案例研究说明了针对该框架特定领域以实现学生成功的干预措施的初步研究。
结论
全民公平教育对护理教育乃至整个高等教育都具有深远影响。SDOL框架的进一步开发和测试将支持全民公平教育的目标。
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