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Background: Introducing population health concepts, such as social determinants of health (SDH), into undergraduate nursing programs is essential for the development of nurses who understand the impact of social environment on health outcomes. Method: Story, in the form of historical narrative, was used in an introductory, sophomore-level, population health course as an exemplar of SDH and other population health concepts. Reflective verbal and written data were collected from students (n = 38) and analyzed for content. Results: Student comments reflected an emerging understanding of SDH, health disparities, stigma, evidence, and advocacy, and how these concepts intersect and apply to current nursing practice. Conclusion: Using humanities content such as historical narrative has the potential to be a powerful exemplar for addressing multiple population health concepts in the nursing classroom. [J Nurs Educ. 2021;60(9):522–525.] [ABSTRACT FROM AUTHOR]

Background: Baccalaureate-prepared nurses report low levels of confidence and fail to view policy-level advocacy as an essential role of the nurse. Innovations in baccalaureate curricula intended to bolster empathy with regard to vulnerable groups and to increase awareness of the advocacy role are essential. Method: Cross-sectional descriptive methods were used to explore the impact of a modified version of the game Monopoly--created to simulate a social environment of socioeconomic disadvantage--on nursing student perspectives of advocacy. Results: Data were analyzed from oral debriefing and written reflections following the exercise. A content analysis was performed that revealed themes of Awareness, Emotional Response, Empathy, and Advocacy. Conclusion: This exercise challenged student perspectives and ultimately enhanced awareness, empathy, and intent to advocate for socioeconomically disadvantaged groups. [ABSTRACT FROM AUTHOR]

The unique needs of the aging adult require caregivers who can completely comprehend the experience of this population. Purposefully educating nursing students to enhance development of empathy is crucial for the provision of adequate care. Innovative pedagogical strategies that produce opportunities for nursing students to reflect on patient care experiences are an opportunity for educators to guide the creation of meaning in practice for nursing students. The use of poetry reading and writing enhances the student reflective process in clinical practicum environments and may serve as a strategy to support empathic development in nursing students. [ABSTRACT FROM AUTHOR]