Social Justice: The Impact of a Curricular Change on Nursing Students
The purpose of this study was to evaluate the impact of a curricular change on the perceptions, knowledge, and actions of undergraduate nursing students related to the concept of social justice. Affective learning strategies were threaded throughout the undergraduate nursing curriculum in order to more fully develop the understanding of social justice by nursing graduates.
Rationale/Background:
Although the AACN Baccalaureate Essentials have identified social justice as one of five professional values for nurses, the development of curricula that fundamentally supports this value has been slow to develop. The question remains as to the best teaching strategies that foster the growth of social justice as a key concern for nurses throughout their professional practice.
It is not enough to integrate the concept of social justice in nursing curriculum in order to achieve knowledge development by nursing students; we must focus on the acquisition of thinking and the progression toward skills by which students identify the myriad of variables that exist to prevent social justice within healthcare.
Inequities in the current healthcare system are well documented. Nurses serve as the largest group of healthcare providers, and the preparation they receive in their nursing education creates the foundation to assist patients toward equitable care; often making the difference between a positive and negative outcome for the patient. It becomes critical for nursing educators to ensure that graduates have been exposed to all aspects of the construct of social justice and the various ways that they can provide advocacy for the marginalized.
Based on a needs assessment, the School of Nursing has identified potential for growth in the curricular thread of social justice. In order to foster student outcomes related to this professional value, this project will focus on integration of interactive teaching strategies throughout the five semester nursing program.
Methods:
This mixed methods intervention design used a convenience sample of 108 undergraduate nursing students within a five semester baccalaureate nursing program. The instrument used was a 7-item demographic survey and a 24-item Social Justice Attitudes Scale. Qualitative data was generated via focus groups following implementation of the initial intervention. The intervention included affective learning strategies threaded throughout the five semester course sequence.
Results:
Focus groups were conducted in August 2014 and the focus of this presentation will be on the qualitative data generated as a result of these focus groups. Quantitative data collection began July 2014 and will finish in December 2015.
Implications:
The research demonstrates the potential of affective learning strategies to change the attitudes of nursing students regarding the perceptions and knowledge of social justice. By increasing the personal investment of nursing students in their role as proponents of social justice, they enter the nursing workforce increasingly equipped to advocate for the marginalized of our society.