Natasha Nurse-Clarke, Nicole M Stephens, Gwendolyn Lancaster, Charleen Jacobs-McFarlane
{"title":"Playing for Change: A New Approach to Social Determinants of Health Education.","authors":"Natasha Nurse-Clarke, Nicole M Stephens, Gwendolyn Lancaster, Charleen Jacobs-McFarlane","doi":"10.3928/01484834-20260625-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Nursing students often have limited opportunities to apply social determinants of health (SDOH) concepts to patient experiences and clinical reasoning. This study evaluated a facilitated, game-based learning intervention to reinforce person-centered, socially responsive care.</p><p><strong>Method: </strong>A mixed-methods pretest-posttest design was used with junior-level undergraduate nursing students at a public university. Students participated in a structured board game during class. Matched pre/post surveys (<i>n</i> = 47) were analyzed using paired-samples <i>t</i>-tests, and open-ended reflections underwent content analysis.</p><p><strong>Results: </strong>Significant improvements were found in endorsement of socioeconomic considerations in health care delivery (<i>p</i> = .020) and incorporating patient priorities into care plans (<i>p</i> = .026). Qualitative themes reflected increased awareness of SDOH, holistic thinking, engagement, and critical reflection.</p><p><strong>Conclusion: </strong>A brief, facilitated game-based intervention may strengthen application of SDOH concepts within person-centered care. Findings support continued refinement and further study with larger, multi-site, and longitudinal designs.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":1.9000,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20260625-01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Nursing students often have limited opportunities to apply social determinants of health (SDOH) concepts to patient experiences and clinical reasoning. This study evaluated a facilitated, game-based learning intervention to reinforce person-centered, socially responsive care.
Method: A mixed-methods pretest-posttest design was used with junior-level undergraduate nursing students at a public university. Students participated in a structured board game during class. Matched pre/post surveys (n = 47) were analyzed using paired-samples t-tests, and open-ended reflections underwent content analysis.
Results: Significant improvements were found in endorsement of socioeconomic considerations in health care delivery (p = .020) and incorporating patient priorities into care plans (p = .026). Qualitative themes reflected increased awareness of SDOH, holistic thinking, engagement, and critical reflection.
Conclusion: A brief, facilitated game-based intervention may strengthen application of SDOH concepts within person-centered care. Findings support continued refinement and further study with larger, multi-site, and longitudinal designs.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
