Whitney Thurman, Elizabeth Heitkemper, and Karen E. Johnson are with the School of Nursing, University of Texas, Austin.
Am J Public Health. 2022 Jun;112(S3):S314-S320. doi: 10.2105/AJPH.2022.306819.
We present an analysis of challenges facing public health nursing faculty members (PHNF) in the United States and their broader societal implications. The COVID-19 pandemic has exacerbated these challenges, making them untenable. Current academic structures-influenced by the broader sociopolitical climate-are problematic for PHNF: they disincentivize PHNF from researching social determinants of health and public health systems, teaching systems-level content that may be deemed "controversial" and that is not included on licensure exams, and engaging in service through advocacy and community partnerships. The fault lines within health care, public health systems, and higher education indicate that it is time to reevaluate how to incentivize socially just and equitable outcomes. Toward this goal, we propose that collective action and systemic change, including the perspectives of PHNF, is needed to better realize our shared goals. The analysis serves as a catalyst for conversations about academic structures, health care systems, the role of public health, and the kind of society we envision for ourselves and future generations. (. 2022;112(S3):S314-S320. https://doi.org/10.2105/AJPH.2022.306819).
我们分析了美国公共卫生护理教师（PHNF）面临的挑战及其更广泛的社会影响。COVID-19 大流行加剧了这些挑战，使它们无法持续。当前的学术结构受更广泛的社会政治气候影响，对 PHNF 来说存在问题：它们使 PHNF 不愿意研究健康的社会决定因素和公共卫生系统，不愿意教授可能被视为“有争议”且不在执照考试范围内的系统层面的内容，也不愿意通过宣传和社区伙伴关系提供服务。医疗保健、公共卫生系统和高等教育中的断层线表明，现在是时候重新评估如何激励公正和平等的结果了。为此，我们提出需要采取集体行动和系统性变革，包括 PHNF 的观点，以更好地实现我们的共同目标。该分析为关于学术结构、医疗保健系统、公共卫生的作用以及我们为自己和子孙后代设想的社会类型的对话提供了契机。（. 2022;112(S3):S314-S320. https://doi.org/10.2105/AJPH.2022.306819）。
