Abstract
•SDoH and interprofessional simulation are recognized tools for improving health equity education.•This study shows disaster simulation improves nursing and social work students’ SDoH understanding.•Educators can use interprofessional disaster simulations to teach SDoH and collaborative care skills.
This study investigated the experiences of nursing (n=30) and social work (n=5) students learning about Social Determinants of Health (SDoH) through an interprofessional, community-based disaster simulation.
An exploratory mixed-methods pilot study guided by Kolb’s Experimental Learning Theory evaluated changes in knowledge and perceptions of SDoH. Quantitative data were collected using pre-and post-test scores on the ASCK-SDH instrument. Qualitative data from four open-ended questions provided contextual insight into students’ learning.
Significant post-test improvements were noted across several SDoH domains, including transportation and access to services, housing stability and food security, and socioeconomic influences on healthcare delivery. Qualitative findings revealed three key themes: (1) increased awareness of community resources, (2) greater appreciation for interprofessional roles, and (3) recognition of the value of collaborative care. Neutral comments did not contribute additional insights, and no negative responses were reported.
Interprofessional simulation may enhance students’ understanding of SDoH and the role of teamwork in addressing social needs. Findings support simulation-based learning as an effective strategy for SDoH education. Larger, more diverse multi-site studies are recommended to strengthen generalizability.