Perspectives and corrective processes: Evaluating social justice in a nursing PhD program.

Efforts to integrate tenets of social justice into PhD nursing programs are long-standing but have intensified in the past few years in response to civil unrest, threats to human rights, and health inequities exacerbated during the COVID-19 pandemic. In this paper, we present an overview of our School of Nursing's efforts and processes to evaluate and ensure that social justice principles were reflected throughout the PhD program. Components of this initiative included (a) forming a Social Justice Taskforce, (b) conducting listening sessions with alumni and currently enrolled PhD students to understand student experiences, (c) surveying PhD students to aid in prioritization of recommendations for improvement, and (d) convening key stakeholders to connect student priority areas to institutional programs and practices. Lessons learned through these activities highlighted the importance of gaining the perspective of diverse constituents and stakeholders, acknowledging areas for improvement, engaging students in transformative action, and partnering with faculty, staff, and leaders in solution development as we work to eliminate systemic injustices in PhD nursing education.

Identifying and addressing disparities in the evaluation and treatment of children with growth hormone deficiency.

Health disparities are a significant cause of concern globally and in the United States. Disparities have been additionally highlighted throughout the ongoing COVID-19 pandemic during which populations of color have been the most affected by the disease. Social determinants of health, race, ethnicity, and gender have all contributed to disparate outcomes and disparities spanning all age groups. Multiple socio-ecological factors contribute to disparities and different strategies have been proposed. The purpose of this paper is to provide an overview of disparities in pediatric treatment and outcomes, with a focus on children with endocrine disorders.

When Community Immersion Becomes Distance Learning: Lessons Learned From a Disrupted Semester

Community immersion is an effective way of bringing concepts to life while nursing students are engaged with community members in the real world. Opportunities to apply, observe, and clarify abstract health promotion ideas, including social determinants of health, abound when seen in everyday interactions with individuals outside of an acute care setting. This article details the experiences of a community immersion class as it responded to the COVID-19 pandemic and had to transition mid-semester from an in-person course to a virtual format. Lessons learned from this unique experience provide a case for how to minimize disruptions to a health promotion class, maintain existing commitments with different community organizations, and adapt meaningful engagement to community needs during the pandemic.