In addition, nurses’ responses to social injustice have not always been admirable, and nursing profession’s poor performance originates from various factors such as unawareness. Īlthough social justice has been identified as a professional value in documents issued by reputable nursing associations such as International Council of Nurses (ICN), Canadian Nurses Association (CNA), American Nurses Association (ANA), and AACN, the discussion of social justice in nursing profession has always been accompanied by serious doubts and concerns. The AACN defines social justice as fair treatment, regardless of one’s economic status, race, ethnicity, age, citizenship, disability, or sexual orientation. Social justice in the health system refers to providing equal healthcare services for all individuals, regardless of their personal characteristics. It also prioritizes social justice as a mechanism for correcting and eliminating inequalities. The WHO Commission on Social Determinants of Health attributes these differences to social inequalities in the distribution of power, income, shelter, education, and healthcare as well as climate change, vulnerability, and other life conditions. Disproportionate burden of diseases and deaths in parts of the society associated with environmental and socioeconomic factors has been recognized for decades however, the number of documents on these issues has increased dramatically over the past 15 years. The core values accepted and presented by American Association of Colleges of Nursing (AACN) (1998) include human dignity, integrity, autonomy, altruism, and social justice, out of which social justice has attracted more attention in recent years. Acquisition of professional nursing values is a prerequisite for resolving conflicts it improves service quality and increases job satisfaction of nurses. Professional values include action standards that are accepted by group members and provide a framework for evaluating beliefs and notions affecting behavior. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators, specially training in the area of ethical ideology and social justice. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education. ResultsĪnalysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. Semi-structured interviews were conducted to collect and analyze the data. This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. This study is aimed to identify the main factors for teaching the concept of social justice in the nursing curriculum. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value.
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