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Revolutionizing Nursing Education: Transformative Learning and Structural Competency—An Integrative Review

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Publicado en:Journal of Nursing Education vol. 64, no. 11 (Nov 2025), p. 696
Autor principal: Culross, Beth
Publicado:
SLACK INCORPORATED
Materias:
United States > US
Nursing education
Teaching methods
Curricula
Health disparities
Subject heading schemes
Data analysis
Community
Medical students
Nurses
Sample size
Inclusion
Data collection
Talent management
Economic conditions
Evidence-based medicine
Focus Groups
Access to Health Care
Learning Activities
Integrated Curriculum
Competence
Curriculum Development
Experiential Learning
Curriculum Design
Content Analysis
Experimental Teaching
Medical Education
Mixed Methods Research
Meta Analysis
Elective Courses
Community Resources
Student Needs
Information Seeking
Grounded Theory
Barriers
Methods Research
Educational Strategies
Acceso en línea:Citation/Abstract
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Resumen:Background: Structural competency equips nurses to address health disparities by understanding social, political, and economic structures. Despite its significance, nursing education lacks standardized approaches to teaching structural competency, highlighting the need for evidence-based curricula. Method: An integrative review followed Whittemore and Knafl's framework and PRISMA 2020 guidelines. A systematic search of CINAHL, PubMed, ERIC, Embase, and Google Scholar identified 17 relevant studies. Results: Active learning methods, including simulations, community engagement, and policy advocacy, enhanced learner engagement and competency development. Conclusion: Integrating structural competency into nursing curricula through experiential and reflective learning improves awareness of systemic health inequities and strengthens advocacy skills. Future research should refine teaching strategies and develop competency-based assessments to enhance implementation and evaluation in nursing education, recognizing structural competency as both a content area and an advocacy skill.
ISSN:0148-4834
1938-2421
0022-3158
DOI:10.3928/01484834-20250626-01
Fuente:Health & Medical Collection