Teaching the Social and Structural Determinants of Health: Considerations for Faculty

Murray, Teri A.

doi:10.3928/01484834-20210120-01

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…Similarly, a list of core competencies addressing climate change has been developed by the Global Consortium on Climate and Health Education [42]. Of particular interest to teaching and learning GH, environmental justice and SDH is the concept of "structural competency" [43][44][45][46][47].…”

Section: Global Health and In Nursing Programmesmentioning

confidence: 99%

Global Health in Swedish Nursing Curricula: Navigating the Desirable and the Necessary

Wihlborg

Avery

2021

IJERPH

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Global health challenges are likely to be aggravated in the coming years by rapid climate change and environmental degradation. To address the resulting health inequities, nurses need an integrated understanding of environmental and social determinants of health. This study adopts an explorative inductive approach to examine how global health and sustainability are expressed the course syllabi of undergraduate nursing programmes (n = 24) in Sweden. After excluding biomedical and other unrelated content, 67 syllabi were selected for a thematic analysis. Results indicate that global health, the social determinants of health and sustainability tend to appear in a fragmented manner in the syllabi. Global health content is often limited, relegated to elective courses, or altogether missing. A theoretical framework is lacking, and focus lies on an individual rather than structural perspective. Based on international policy, earlier studies on undergraduate nursing education and theoretical work, suggestions are made for how global health and sustainability content could be integrated into nursing education, notably by using a structural competency approach.

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Section: Global Health and In Nursing Programmesmentioning

confidence: 99%

Global Health in Swedish Nursing Curricula: Navigating the Desirable and the Necessary

Wihlborg

Avery

2021

IJERPH

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“…Although the concept of the Sociological Imagination originated in Sociology, it is not synonymous with Sociology. It is a way of thinking about and interpreting the world and its structural contexts (Murray, 2021). In many ways, it transcends the subject of Sociology.…”

Section: Reflec Ti On S On the So CI Olog I C Al Imag Inati On For Me...mentioning

confidence: 99%

“…He defines the Sociological Imagination as the capacity to “grasp history and biography and the relations between the two within society.” As I see, it there are three broad components to the Sociological Imagination: choice, chance and context. Choice refers to the characteristics, actions and behaviours of particular individuals (Murray, 2021). It refers to those individuals’ understandings of their world and of their health, and how they choose to act on those understandings.…”

Section: Choice Chance and Contextmentioning

confidence: 99%

“…With some important exceptions, only a small number of articles have examined sociological concepts in relation to Nursing (Molesworth & Lewitt 2019). Murray (2021), for example, has argued that Nursing in the 21 st century tends to lean towards clinical issues in acute settings, thereby perhaps somewhat (sometimes) neglecting the connections between health and sociology/social environments. There might be a number of reasons for this orientation, but one might be simple practicality: Mental Health Nurses need advice, evidence and perspectives on the problems that immediately confront them in practice.…”

Section: Introductionmentioning

confidence: 99%

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The sociological imagination for mental health nursing: A framework and some reflections

Balfe

2021

Psychiatric Ment Health Nurs

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“…Literature suggests that social and structural determinants of health (SSDoH) have the greatest impact upon health outcomes [1,2]. To improve population health and bend the cost curve, healthcare organizations must identify SSDoH affecting vulnerable populations and work with stakeholders to improve person-centered models of care.…”

Section: Introductionmentioning

confidence: 99%

Student Academy: A Pilot Design Thinking Workshop to Teach Community Medicine

Lesselroth

Park

Monkman

et al. 2021

Studies in Health Technology and Informatics

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The medical literature shows that social determinants of health have a significant impact upon health outcomes. However, health professionals often lack the skills to address these determinants at the systems-level. Therefore, we developed a Design Thinking workshop to teach about health-related social needs and to practice designing person-centered solutions. We piloted the workshop with 53 medical and physician assistant students; 69.8% responded to the post-workshop questionnaire. Nearly 80% of students agreed the workshop helped them understand the effect of context on clinical outcomes and demonstrated how to design patient-centered solutions. However, only 50% of respondents anticipated using the Design Thinking methods in their future practice. We need to identify more effective ways to demonstrate the practical application of Design Thinking to clinical work settings.

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Teaching the Social and Structural Determinants of Health: Considerations for Faculty

Cited by 9 publications

References 8 publications

Global Health in Swedish Nursing Curricula: Navigating the Desirable and the Necessary

Global Health in Swedish Nursing Curricula: Navigating the Desirable and the Necessary

The sociological imagination for mental health nursing: A framework and some reflections

Student Academy: A Pilot Design Thinking Workshop to Teach Community Medicine

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