Learning health equity frameworks within a community of scholars.
Publication/Presentation Date
10-1-2011
Abstract
Scholars in nursing science have long espoused the concept of health equity without specifically using the term or dialoguing about the social determinants of health and social justice. This article describes the development, implementation, and evaluation of a doctoral and postdoctoral seminar collective entitled "Health Equity: Conceptual, Linguistic, Methodological, and Ethical Issues." The course enabled scholars-in-training to consider the construct and its nuances and frame a personal philosophy of health equity. An example of how a group of emerging scholars can engage in the important, but difficult, discourse related to health equity is provided. The collective provided a forum for debate, intellectual growth, and increased insight for students and faculty. The lessons learned by all participants have the potential to enrich doctoral and postdoctoral scientific training in nursing science and may serve as a model for other research training programs in the health sciences.
Volume
50
Issue
10
First Page
569
Last Page
574
ISSN
0148-4834
Published In/Presented At
Alexander, K. A., Dovydaitis, T., Beacham, B., Bohinski, J. M., Brawner, B. M., Clements, C. P., Everett, J. S., Gomes, M. M., Harner, H., McDonald, C. C., Pinkston, E., & Sommers, M. S. (2011). Learning health equity frameworks within a community of scholars. The Journal of nursing education, 50(10), 569–574. https://doi.org/10.3928/01484834-20110630-05
Disciplines
Business Administration, Management, and Operations | Health and Medical Administration | Management Sciences and Quantitative Methods
PubMedID
21710960
Department(s)
Administration and Leadership
Document Type
Article