10.3928/08910162-20080701-01

Vollständiger Abstract

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<h4>Background</h4>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.<h4>Method</h4>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.<h4>Results</h4>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.<h4>Conclusion</h4>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.

Abstract: PubMed · Datensatz