Objectives: To synthesize literature about teaching social justice to nursing students and identify approaches for effective teaching of social justice issues in nursing education. Design: An integrative review. Data sources: Literature was searched in CINAHL, PubMed, Scopus, Science Direct, and OVID databases. In total, 32 articles were assessed for full-text eligibility, and 18 articles published from January 2011 until August 2021 were critically appraised and reviewed. Review methods: Articles were appraised using Mixed Methods Appraisal Tool.
This study supports SDG 3 and 10 by highlighting an overrepresentation of Black children and adolescents in involuntary psychiatric hospitalisations, which may establish potentially lifelong negative mental health treatment trajectories and contribute to cycles of health inequality that persist in later life.
Background: Increasing access to hepatitis C virus (HCV) care and treatment will require simplified service delivery models. We aimed to evaluate the effects of decentralisation and integration of testing, care, and treatment with harm-reduction and other services, and task-shifting to non-specialists on outcomes across the HCV care continuum.
This Comment supports SDGs 3 and 10 by highlighting the role of data scientists in challenging racism and discrimination. The Comment highlights how structural inequalities in society are easily encoded in datasets and in the application of data science, which can reinforce existing injustices.
Background: In 2016, of the estimated 257 million people living with chronic hepatitis B virus (HBV) infection worldwide, only a small proportion was diagnosed and treated. The insufficiency of information on the proportion of people infected with HBV who are eligible for treatment limits the interpretation of global treatment coverage. We aimed to estimate the proportion of people with chronic HBV infection who were eligible for antiviral treatment worldwide, based on the WHO 2015 guidelines.
Background: An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. Objectives: The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. Design: A systematic review of the available published empirical studies.
