Upholding Social Justice in Nursing: The Value of Clinical Educational Experiences

by:  Flavia Bughiu

Supervisor:  Dr. Barb Astle

Second Reader:  Dr. Sheryl Reimer-Kirkham

Third Reader:  Dr. Em Pijl, University of Lethbridge

Exam Chair:  Dr. Maggie Theron

Abstract

Social justice is a fundamental tenet to the profession of nursing. Embedded within the notion of upholding social justice is that of addressing the social determinants of health (SDH). Yet, little is known about nursing students’ views of whether they feel competent, or confident, to address the SDH, as a result of partaking in an educational experience offering exposure to the SDH. The purpose of this research was to explore the value of clinical educational experiences in expanding nursing students’ understanding of – and perceived ability to address – the SDH. An integrated mixed research synthesis of thirty-three studies was conducted, complemented by a thematic analysis. Four themes arose from the thematic analysis: cognitive learning, experiential learning, reflexive learning, and praxis learning. Implications are discussed in relation to nursing education and research to foster transformational learning in order to promote nursing students’ perceived ability to address the SDH in their nursing practice.