Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review

Background: Clarification of best practices in teaching social justice concepts is necessary to prepare undergraduate nursing students to address health care disparities. Method: An integrative literature review was used to analyze literature describing coursework, teaching methods, sites for application of learning, and methods to evaluate student learning. Results: Junior- and seniorlevel coursework and optional opportunities were identified. Traditional and nontraditional approaches to teaching also were evident. Nursing students applied knowledge at sites where health care was provided and vulnerable populations were served, as well as in simulated environments. Evaluation of learning occurred related to students' abilities to inform an empathetic understanding, analyze the community, and become change agents. Conclusion: Social justice can be threaded throughout the curriculum with the use of traditional and nontraditional teaching strategies. The application of learning can occur in a variety of settings with evaluation demonstrating students' ability to take action to advocate for social justice.