Social justice as a framework for undergraduate community health clinical experiences in the United States.
Educating future registered nurses for social justice is an urgent, yet complex undertaking in undergraduate education. Although the need for social justice education is often highlighted, few articles describe practical teaching strategies for ensuring that undertaking. The purpose of this article is to illustrate how a curricular focus on social justice framed and supported the development of a clinical evaluation tool for undergraduate community health clinical experiences. First, social justice is defined and its relationship to baccalaureate nursing education explained. Then a description is provided of how social justice was highlighted in the vision, curriculum, and community health clinical evaluation tool of a College of Nursing. The article subsequently showcases the content and evaluation of students' journal entries about social justice. The development of the social justice component presented in this article may be useful to nurse educators striving to match theory and practice in the evaluation of social justice in students' community health experience.
Boutain
Doris M
DM
University of Washington, USA. dboutain@u.washington.edu
D002983:Clinical Competence; D003152:Community Health Nursing / Q000193:education*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004521:Educational Measurement; D006301:Health Services Needs and Demand; D006703:Ill-Housed Persons; D006801:Humans; D017145:Models, Educational; D016294:Models, Nursing; D024802:Nurse's Role; D015402:Nursing Education Research; D009937:Organizational Objectives; D010344:Patient Advocacy; D010687:Philosophy, Nursing; D016730:Program Development; D015397:Program Evaluation; D012935:Social Justice / Q000193:education*; D013338:Students, Nursing; D014481:United States; D014956:Writing