Journal of professional nursing : official journal of the American Association of Colleges of Nursing · 2026
Exploring social determinants of learning in nursing education: Barriers, opportunities, and strategies using the Chamberlain SDOL Framework.
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Brown Jami S, Little Sharon H, Ray Trina B, Clark Ricketta, Wicks Mona N
Аннотация
BACKGROUND: The number of nursing students reporting health challenges and various disabilities, such as physical, mental, and learning disabilities, is increasing. Despite this shift, many nursing programs continue to rely on traditional structures and technical standards that may inadvertently discriminate against these and other diverse students.
PURPOSE: This article presents Chamberlain University's Social Determinants of Learning (SDOL) Framework to better understand student performance and outcomes, as well as to explore its educational implications and potential strategies for mitigating challenges and supporting student success. Emerging evidence indicates that non-academic factors, like SDOL, significantly influence academic performance, retention, and progression. The article also examines each SDOL Framework domain, incorporating literature demonstrating that students' challenges can be addressed within each domain when appropriate resources are available.
IMPLICATIONS/FINDINGS: The literature advocates multifaceted, evidence-based support strategies, emphasizing that students can succeed in nursing programs and as future nurses when systemic and structural barriers are addressed and appropriate supports are implemented.
CONCLUSION: Many practicing nurses and nursing students share similar experiences, including health challenges and disabilities. Addressing these SDOL factors with domain-specific strategies can substantially improve outcomes, redesign current educational models, and redefine who can become a safe and effective nurse.
PURPOSE: This article presents Chamberlain University's Social Determinants of Learning (SDOL) Framework to better understand student performance and outcomes, as well as to explore its educational implications and potential strategies for mitigating challenges and supporting student success. Emerging evidence indicates that non-academic factors, like SDOL, significantly influence academic performance, retention, and progression. The article also examines each SDOL Framework domain, incorporating literature demonstrating that students' challenges can be addressed within each domain when appropriate resources are available.
IMPLICATIONS/FINDINGS: The literature advocates multifaceted, evidence-based support strategies, emphasizing that students can succeed in nursing programs and as future nurses when systemic and structural barriers are addressed and appropriate supports are implemented.
CONCLUSION: Many practicing nurses and nursing students share similar experiences, including health challenges and disabilities. Addressing these SDOL factors with domain-specific strategies can substantially improve outcomes, redesign current educational models, and redefine who can become a safe and effective nurse.