Social determinants of health integration in an associate degree concept-based curriculum: A qualitative study

This study explored how Associate Degree Nursing (ADN) faculty integrate social determinants of health (SDOH) into concept-based curricula.

SDOH play a critical role in population health, making their integration in nursing education vital. While SDOH are well-incorporated in baccalaureate programs, their presence in ADN concept-based curricula remains unclear.

A generic qualitative design was used, employing reflexive thematic analysis (RTA).

ADN faculty members (n = 12) were recruited through purposive sampling and participated in semi-structured, web-based interviews. Data were analyzed using manual coding and verified with MAXQDA software.

Three key themes were identified: (1) curricular integration of SDOH, (2) faculty knowledge of SDOH and (3) faculty experiences with teaching SDOH. Integration varied across programs, with participants implementing diverse teaching strategies in the classroom, laboratory and clinical settings. Barriers included limited community-based clinical experiences and heavy faculty workloads. Participants identified essential resources for successful integration, including faculty collaboration, targeted professional development and institutional support. Resources to enhance student learning included simulations, guest speakers and expanded community clinical placements.

ADN faculty play a pivotal role in integrating SDOH into concept-based curricula. Findings emphasize the need for consistent curricular alignment, increased faculty support and the development of community-based clinical experiences to better prepare students for addressing SDOH in nursing practice.