Teaching health disparities on the road: An experiential educational intervention for doctor of nursing practice students

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2024-10-22 DOI:10.1016/j.nepr.2024.104168

Roxanne K. Vandermause , Anne F. Fish , Annah Bender , Laura Kuensting , Natalie L. Murphy , Roberta P. Lavin

{"title":"Teaching health disparities on the road: An experiential educational intervention for doctor of nursing practice students","authors":"Roxanne K. Vandermause , Anne F. Fish , Annah Bender , Laura Kuensting , Natalie L. Murphy , Roberta P. Lavin","doi":"10.1016/j.nepr.2024.104168","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This analysis was conducted to understand the nuanced and underlying benefits and challenges of an experiential educational intervention for DNP students learning how neighborhoods and health disparities may be related.</div></div><div><h3>Background</h3><div>Poor social and environmental conditions in many low-income urban neighborhoods are linked to deleterious health outcomes. Many of the structural and political influences are unknown to health providers, which can inhibit their understanding of the social effects on health. One aspect of a new DNP social determinants of health curriculum is a guided community bus tour in economically disadvantaged neighborhoods to enhance understanding of health disparities.</div></div><div><h3>Design</h3><div>A concurrent mixed methods design, including comparison surveys and thematic analysis, was used to analyze student responses to the experiential educational intervention.</div></div><div><h3>Method</h3><div>A community-based bus tour implemented in socially disadvantaged neighborhoods in an urban environment was the study focus. New DNP students (n=91) in a midwestern university introductory course agreed to provide feedback following an experiential learning activity. The analysis of responses to the educational intervention was completed using a systematic thematic analysis alongside descriptive statistics and paired t-tests in a convergent mixed methods analytical approach to answer the research aim.</div></div><div><h3>Results</h3><div>Students expressed confidence in naming and addressing health disparities after the bus tour activity. Analysis showed: (a) A visual tour can impact new learning, (b) Policy can explain inequity and is new to students, (c) Students do not well articulate racial disparities and (d) Understanding racial history requires attention and conversation.</div></div><div><h3>Conclusion</h3><div>A community bus tour met our expectations for teaching DNP students concepts related to health disparities as it illustrated real-life situations in actual neighborhoods. However, there were unusual student responses that prompted us to reflect on the activity and consider improvements. More emphasis needs to be placed on cultural wealth and on discussion planning for such experiences. Our results lay the groundwork for curriculum development. Setting goals and targets in line with the 2022 CDC’s Core Health Equity Science and Implementation Strategy is essential.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104168"},"PeriodicalIF":3.3000,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S147159532400297X","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Aim

This analysis was conducted to understand the nuanced and underlying benefits and challenges of an experiential educational intervention for DNP students learning how neighborhoods and health disparities may be related.

Background

Poor social and environmental conditions in many low-income urban neighborhoods are linked to deleterious health outcomes. Many of the structural and political influences are unknown to health providers, which can inhibit their understanding of the social effects on health. One aspect of a new DNP social determinants of health curriculum is a guided community bus tour in economically disadvantaged neighborhoods to enhance understanding of health disparities.

Design

A concurrent mixed methods design, including comparison surveys and thematic analysis, was used to analyze student responses to the experiential educational intervention.

Method

A community-based bus tour implemented in socially disadvantaged neighborhoods in an urban environment was the study focus. New DNP students (n=91) in a midwestern university introductory course agreed to provide feedback following an experiential learning activity. The analysis of responses to the educational intervention was completed using a systematic thematic analysis alongside descriptive statistics and paired t-tests in a convergent mixed methods analytical approach to answer the research aim.

Results

Students expressed confidence in naming and addressing health disparities after the bus tour activity. Analysis showed: (a) A visual tour can impact new learning, (b) Policy can explain inequity and is new to students, (c) Students do not well articulate racial disparities and (d) Understanding racial history requires attention and conversation.

Conclusion

A community bus tour met our expectations for teaching DNP students concepts related to health disparities as it illustrated real-life situations in actual neighborhoods. However, there were unusual student responses that prompted us to reflect on the activity and consider improvements. More emphasis needs to be placed on cultural wealth and on discussion planning for such experiences. Our results lay the groundwork for curriculum development. Setting goals and targets in line with the 2022 CDC’s Core Health Equity Science and Implementation Strategy is essential.

查看原文本刊更多论文

在路上教授健康差异问题：针对护理实践博士生的体验式教育干预。

目的：本分析旨在了解体验式教育干预对学习邻里关系和健康差异如何相关的 DNP 学生带来的细微和潜在的益处和挑战：背景：许多低收入城市社区的恶劣社会和环境条件与有害健康结果有关。许多结构性和政治性的影响因素并不为医疗服务提供者所知，这可能会阻碍他们了解社会对健康的影响。新的 DNP 健康社会决定因素课程的一个方面是在经济条件较差的社区进行社区巴士导览，以加深对健康差异的理解：设计：采用并行混合方法设计，包括对比调查和主题分析，分析学生对体验式教育干预的反应：研究重点是在城市环境中的社会弱势社区开展基于社区的巴士之旅。中西部一所大学入门课程的 DNP 新生（n=91）同意在体验式学习活动后提供反馈。为了达到研究目的，研究人员采用了系统主题分析法、描述性统计法和配对 t 检验法，以聚合混合方法的分析方法完成了对教育干预反应的分析：结果：巴士参观活动结束后，学生们表示有信心说出并解决健康差异问题。分析表明(a) 视觉参观可以影响新的学习，(b) 政策可以解释不公平现象，对学生来说是新的，(c) 学生不能很好地表达种族差异，(d) 了解种族历史需要关注和对话：社区巴士之旅符合我们对向 DNP 学生传授有关健康差异概念的期望，因为它展示了实际社区中的真实情况。然而，学生们的一些不寻常的反应促使我们对这一活动进行反思并考虑改进。我们需要更加重视文化财富和此类体验的讨论计划。我们的成果为课程开发奠定了基础。根据 2022 年疾病预防控制中心的《核心健康公平科学与实施战略》设定目标和指标至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.