Associate Professor (Clinical) and Pediatric Primary Care Nurse Practitioner Program Director (Dr Crawford), College of Nursing, University of Iowa, Iowa City; and Clinical Associate Professor and Pediatric Primary Care Specialty Coordinator (Dr Jacobson) and Professor Emerita (Dr McCarthy), Edson College of Nursing and Health Innovation, Arizona State University, Phoenix.
Nurse Educ. 2022;47(4):241-245. doi: 10.1097/NNE.0000000000001152. Epub 2022 Feb 9.
Social justice and health equity are foundational concepts to the graduate-prepared nurse's role. However, the integration of these concepts into graduate nursing education has been unclear.
This study examined the impact of a newly created social justice course in a graduate nursing program.
The impact of the Health Equity and Social Justice course on students' values and attitudes toward social justice was investigated through analysis of quantitative and qualitative data generated in the course.
Data were collected from 41 graduate nursing students. Findings demonstrated that students who completed the course had an increased endorsement of social justice values, goals, and behaviors. Students universally found the course to be transformational.
A social justice course in graduate education can be transformational in shaping students' values and attitudes toward health equity and social justice.
社会正义和健康公平是研究生护士角色的基础概念。然而，这些概念在研究生护理教育中的融合还不够清晰。
本研究考察了在研究生护理项目中开设一门新的社会正义课程的效果。
通过对课程中产生的定量和定性数据的分析，研究了健康公平和社会正义课程对学生对社会正义的价值观和态度的影响。
数据来自 41 名研究生护理学生。研究结果表明，完成该课程的学生对社会正义价值观、目标和行为的认可程度有所提高。学生普遍认为该课程具有变革性。
研究生教育中的社会正义课程可以在塑造学生对健康公平和社会正义的价值观和态度方面产生变革性影响。
