搜索结果：Creative nursing

Healthcare professionals frequently encounter unanticipated workplace challenges, positioning innovation literacy as an essential competency for career advancement. As future practitioners, undergraduate nursing students require adequate innovation literacy to support the optimization of clinical nursing practice and nursing education. This study aimed to explore the association between creative self-efficacy and innovation literacy, and to investigate the potential sequential correlational roles of active learning state and social capital in this relationship. A cross-sectional questionnaire survey was conducted among 337 undergraduate nursing students using internationally validated psychometric scales. Hierarchical regression and the PROCESS macro (Model 6) were applied to examine a sequential correlational framework, while demographic variables were controlled for as potential con founders. The hypothesized sequential correlational framework was statistically supported. Creative self-efficacy showed a positive correlation with innovation literacy through a direct path (β = 0.315) and via two distinct sequential indirect links. The first path involved active learning state only (indirect link = 0.221), accounting for 33.48% of the total association. The second sequential path proceeded from active learning state to social capital (indirect relation = 0.080), accounting for 12.12% of the total association. Additionally, social capital showed an independent correlational path (indirect link = 0.044, contributing 6.67% to the total association). The overall framework accounted for 68.6% of the variance in innovation literacy. This study identified notable correlational links between creative self-efficacy and innovation literacy among undergraduate nursing students. Active learning state and social capital functioned as sequential intermediate variables within this correlational relationship. The findings suggest that targeted cultivation of creative self-efficacy, together with facilitating active learning and social capital accumulation, is associated with higher innovation literacy. These findings point to the potential value of educational strategies that foster these factors in relation to innovation literacy development.

The aim of this study was to evaluate the effect of creative, drama-based education on nursing students' perceptions of professional values, using randomised controlled trial (RCT) design. The study was conducted with 60 nursing students, who were selected through a G*Power calculation, from a population of 260 students studying at a foundation university in Istanbul. The experimental group attended five 90-minute sessions, once a week, incorporating creative drama techniques such as role-play, still image, forum theatre, case analysis and group discussions. The control group received the same content through traditional lectures. Data were collected using the Introductory Information Form and the Nurses' Professional Values Scale at pre- and post-test, and analysed using appropriate statistical methods in SPSS 25.0. Total and subscale scores on the Nurses' Professional Values Scale were significantly higher for the experimental group than for the control group (p&#x2009;<&#x2009;0.05). Within-group comparisons revealed substantial improvements across all subscales in the experimental group (p&#x2009;<&#x2009;0.01), whereas the control group exhibited only minor changes. Differences in some subscales were also observed according to whether or not participants had a healthcare professional in their family. Creative drama-based education may be an effective method for enhancing nursing students' professional values in the short term. The strengths of this approach lie in supporting active participation and enabling experiential learning of professional values. The study has been registered with ClinicalTrials.gov (NCT06875531). Registered on 10 March 2025. Although the application for ClinicalTrials.gov registration was submitted before the intervention began, the registration process was finalized and the registration number was assigned after participant recruitment had commenced due to administrative processing timelines. All primary and secondary outcomes, intervention procedures, and statistical analysis plans were pre-specified prior to the initiation of data collection.

To map creative and expressive therapies used with people with head and neck cancer, describing modalities, delivery characteristics, outcomes, and implementation features relevant to oncology nursing. Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews-guided scoping review. MEDLINE (PubMed), CINAHL, Web of Science Core Collection, the Cochrane Library, and APA PsycINFO were searched from inception to the present (English only). Two reviewers independently screened records and charted study characteristics, intervention delivery (dose/setting/deliverer), outcomes, and implementation features. Among 382 records, 284 unique records were screened after de-duplication (n = 98), yielding 11 included studies from six countries/regions. Seven were randomized trials. Modalities comprised narrative/expressive writing, music-based interventions, guided imagery/relaxation, movement/mental imagery with breathing, and calligraphy/art-based practices. Outcomes commonly targeted anxiety/distress, sleep and mood symptoms, stigma/self-esteem, and social functioning, fatigue, pain, and selected physiological indices. Evidence is emerging but heterogeneous. Music- and brief writing-based approaches appear feasible for clinic-embedded supportive care, yet stronger implementation reporting and more pragmatic trials are needed to support nursing-integrated delivery. Nursing teams may consider piloting workflow-anchored music or relaxation protocols during radiotherapy procedures and structured narrative/writing supports in postoperative and survivorship pathways, with clear training, screening, and referral processes.

Self-directed learning ability (SLA) and creative self-efficacy (CSE) are potential predictors of innovative ability (IA) in nursing students; however, the longitudinal relationships among these variables across different stages of nursing education remain unclear. To examine the longitudinal relationships among SLA, CSE, and IA, and explore whether these relationships varied across four academic years among nursing students. A four-year longitudinal study was conducted with 163 first-year nursing students recruited through convenience sampling from a medical university in southern China. SLA, CSE, and IA were measured annually from 2021 to 2024 (T1-T4). Data were analyzed using SPSS and AMOS, and multiple-group structural equation modelling was conducted to examine longitudinal relationships among the variables across T1-T4. Of the participants, 144 (88.3%) completed the four-year follow-up. SLA, CSE, and IA remained at low-to-moderate levels across T1-T4. The structural equation models demonstrated acceptable model fit across all time points. SLA consistently predicted IA at all time points (&#x3b2;&#xa0;=&#xa0;0.501-0.663, P&#xa0;<&#xa0;0.001) and significantly predicted CSE at T1, T3, and T4 (&#x3b2;&#xa0;=&#xa0;0.306-0.413, P&#xa0;<&#xa0;0.001). CSE directly predicted IA only at T1 (&#x3b2;&#xa0;=&#xa0;0.248, P&#xa0;<&#xa0;0.001) and T2 (&#x3b2;&#xa0;=&#xa0;0.157, P&#xa0;=&#xa0;0.009), and mediated the relationship between SLA and IA at T1 (&#x3b2;&#xa0;=&#xa0;0.076, P&#xa0;=&#xa0;0.019). Most structural relationships remained stable across time points, with significant differences observed only for the effect of SLA on CSE between T2 and T3. This study supported a dual-path driven change model of innovative ability among nursing students, showing that self-directed learning ability demonstrated sustained associations with innovative ability across four academic years, whereas creative self-efficacy was more strongly associated with innovative ability during the early stages of nursing education. These findings provide empirical support for cultivating nursing students' innovative ability by strengthening self-directed learning while integrating creative self-efficacy training, particularly in the initial stages of education.

This study aimed to systematically review nursing-led interventions for individuals with schizophrenia presented in graduate theses in T&#xfc;rkiye, identifying evidence-based and culturally relevant practices that support recovery. Schizophrenia is a chronic mental disorder requiring holistic, multidisciplinary care. Nurses play a central role in delivering psychosocial interventions. Graduate theses represent a valuable, underutilized source of context-specific nursing evidence. Although nursing interventions have demonstrated benefits in schizophrenia care, limited synthesis exists regarding academic theses. This review explores interventions reported in postgraduate nursing theses from T&#xfc;rkiye to better inform practice. A systematic review was conducted using T&#xfc;rkiye's National Thesis Center database. Theses were included if they were from nursing departments, focused on schizophrenia interventions, and available in full text. Of 1751 records screened, 41 met inclusion criteria. Data were extracted on design, intervention type, outcomes, and efficacy. Most theses used randomized controlled (58.5%) or quasi-experimental (41.5%) designs. Common interventions included psychoeducation, motivational interviewing, mindfulness, creative therapies, and telepsychiatry. Evaluated outcomes included treatment adherence, symptom severity, quality of life, and emotional well-being. While most interventions yielded positive results, some (e.g., adherence therapy, resilience training) showed limited effects. Variability in intervention duration and outcome measures limited comparability. The findings reflect a shift toward recovery-oriented, person-centered care in nursing practice. However, standardization and larger-scale studies are needed to enhance reliability and applicability. Nursing-led interventions offer valuable contributions to schizophrenia care. Incorporating findings from postgraduate research into practice guidelines and policy may strengthen the role of psychiatric nurses and promote equitable, evidence-based mental health services.

This paper introduces the Societal Health & Nursing Framework as a sociologically informed approach that expands nursing's focus from individual patients and families to the broader societal conditions influencing health and illness. Grounded in sociology, public health ethics, social determinants of health, intersectionality, and socioecological models, the framework offers nurses a shared language and structure to address upstream drivers of health inequities. Nursing practice is increasingly shaped by social, political, and economic forces that extend beyond individual clinical encounters. Although the International Council of Nurses Code of Ethics affirms nurses' responsibility to promote human rights, health equity, and social justice, these ethical commitments are not consistently translated into everyday practice or education. By situating health within cultural and structural contexts, the Societal Health & Nursing Framework provides a unified vocabulary and conceptual foundation to promote holistic, culturally responsive care and strengthens nursing's role in advocacy, policy engagement, and global citizenship. Integrating this framework into nursing education and practice reinforces nursing's social mandate to advance health equity and societal well-being.

Nursing students often face challenges during clinical placements, such as difficult patient interactions, limited supervision, and a mismatch between internship length and learning goals. These challenges can increase stress, negatively affect students' well-being, and influence their career choices. The authors aimed to identify the characteristics of an ideal clinical instructor from the perspectives of nursing students within the clinical learning environment. A qualitative meta-synthesis was conducted. Two authors independently performed the literature search, quality appraisal, and data extraction. The findings were analyzed thematically using the Lucas framework for thematic synthesis. Articles published between January 2015 and June 2025 were retrieved from six electronic databases: PubMed, CINAHL, Scopus, Web of Science, ClinicalKey, and ProQuest. A total of 44 qualitative studies from 19 countries were included, encompassing the perspectives of 1688 nursing students. Six major themes were identified: structured pre-briefing; effective communication and collaborative relationships; fair and objective evaluation with constructive feedback; clinical competency; instructional strategies; and personal attributes; Eight subthemes were also synthesized: fostering critical thinking and active engagement; intentional and creative planning of clinical learning experiences; supporting independent learning with supervision; professional appearance; equity, diversity, and inclusion; authoritative yet gentle; passionate instruction; and emotional availability and psychological safety. Gaining insight into how nursing students view the ideal clinical instructor can help improve the standard of clinical teaching. The selection, education, and training of clinical instructors in nursing colleges should be guided by these findings.

Contemporary nursing education increasingly relies on evidence-informed teaching strategies that improve learning outcomes while supporting students' psychological well-being. High-fidelity simulation (HFS) is a well-established educational method; however, less is known about the role of individual learner characteristics, such as creativity, in shaping its effectiveness. This study aimed to examine creativity in the cognitive and characterological domains and to analyze its relationship with satisfaction, self-confidence, perceived learning outcomes, and stress experienced during high-fidelity simulation classes among nursing students. A cross-sectional study was conducted among 286 first-year undergraduate nursing students participating in HFS classes during the 2022/2023 and 2023/2024 academic years. Data were collected using an author-designed questionnaire, the Student Satisfaction and Self-Confidence in Learning Scale (SSCL), and the Creative Behavior Questionnaire (KAHN III). Statistical analysis included Spearman's rank correlation coefficient and the Mann-Whitney U test, with the level of significance set at p&#x2009;<&#x2009;0.05. Higher levels of creativity in both the cognitive and characterological domains were positively associated with students' satisfaction, self-confidence, and selected perceived learning outcomes. Characterological creativity was positively associated with perceived development of knowledge, practical skills, and social competencies, whereas cognitive creativity was associated with perceived development of knowledge and social competencies. Higher creativity was also associated with lower levels of stress related to independent task performance, patient communication, and procedural execution during simulation scenarios. The findings suggest that creativity may be an important learner-related factor associated with more favorable educational experiences in high-fidelity simulation. Higher creative dispositions were linked to greater satisfaction and self-confidence, as well as lower stress during simulation activities. These results support the inclusion of creativity-supportive elements in the design of nursing simulation curricula. Not applicable.

Urosepsis is a severe and critical condition in urology. This retrospective study aimed to evaluate the effectiveness of a DeepSeek-based case-based learning (DS-CBL) method in educating nursing students about emergency management for urosepsis. This study included nursing students from the spring semester of 2024 (March-July 2024). The students'relevant learning materials were retrospectively analysed, and they were divided into a DS-CBL group and a control group (traditional case-based learning (CBL)) in accordance with the teaching methods they received. Both groups systematically learned emergency management for urosepsis. Academic performance, Student Evaluation of Educational Quality (SEEQ) , Creative SelfEfficacy (CSE) scale, Utrecht Work Engagement Scale-Student (UWES-S) and learning satisfaction were evaluated before and after the learning period. A total of 112 nursing students from the vocational college were included in this study: 57 in the DS-CBL group and 55 in the control group. No statistically significant difference was found in the general information between the two groups (p > 0.05). The DS-CBL and traditional CBL teaching methods improved students'test scores for emergency management of urosepsis, but the DS-CBL group's scores were higher (p < 0.05). After systematic instruction, the SEEQ, CSE and UWES-S scores increased in both groups, with the DS-CBL group showing significantly higher scores (p < 0.05). Neither group reported severe dissatisfaction with the course, but the DS-CBL group had higher satisfaction (p < 0.05). Compared with traditional teaching methods, the DS-CBL teaching method may be beneficial for improving students' mastery of knowledge related to emergency management of urosepsis, indicating potential for promotion.

Given the rapid integration of genomics into health care, educational innovation is necessary to equip the nursing workforce with the knowledge and skills required to deliver safe and equitable genomics-informed care. This commentary presents an online, open-access genomics education resource for nursing students, outlining the curriculum structure, pedagogical approach, core content, and strategies to support nurse educator implementation. By offering a customizable, credit-based curriculum aligned with existing competencies, this resource addresses the high-priority need for a harmonized genomic nursing curriculum that can be disseminated internationally. As such, this course helps to overcome some of the global challenges to integrating genomics into nursing education and practice.

Variations of electronic Holistic Needs Assessments (eHNAs) are well-established in cancer care worldwide, traditionally delivered by nurses. Although nursing teams are ideally placed to provide eHNAs, organisational dynamics and culture can affect their value to patients. This paper focuses on understanding healthcare professionals' perceptions of eHNAs in breast cancer care, including barriers and enablers to implementation. Qualitative case studies were undertaken in two healthcare organisations in England, involving 24 healthcare professionals. Data collected included semi-structured interviews, observations, and documentary analysis of care plans. Data were analysed using principles of Framework Analysis. Two main categories affected implementation of eHNAs: Leadership and Motivations (sub-categories: First Impressions, Prioritising Targets, Infrastructure and Accountability) and Service-Level Integration and Culture (sub-categories: Developing Processes, Resistance to Change and Business-as-usual). Findings highlighted challenges in adopting eHNAs and a lack of infrastructure to facilitate implementation. Methods of integrating eHNAs should focus on effective service integration, staff engagement and resource allocation. If eHNAs are implemented without resource and infrastructure, or misalignment to the service, this may negatively impact nursing team dynamics or the assessments' value to patients. Processes to successfully embed this may require more creative methods that provide a greater prioritisation of eHNAs as an essential part of nursing care.

Digital transformation in healthcare frequently underperforms because organizations treat it as technical installation rather than sociotechnical redesign, underinvesting in the human-centered psychological dimensions of change leadership among nursing managers. Prior research has predominantly employed linear, variable-centered models that obscure conditional interdependencies among leadership, commitment, and innovation constructs, leaving the network architecture through which these factors jointly configure transformation readiness largely unmapped. To examine the network structure linking digital leadership, commitment to change, and creative self-efficacy among Chinese nursing managers and identify intervention leverage points for human-centered digital transformation. Hospitals across multiple Chinese provinces. Cross-sectional network analysis of 2764 nursing managers using validated instruments. Network analysis was selected over conventional regression-based approaches for its capacity to model simultaneous conditional dependencies without imposing a priori directional assumptions. Gaussian graphical models with regularized partial correlations identified conditional dependencies. Centrality metrics and bridge analysis determined node importance and cross-domain connections. Bootstrap procedures assessed stability and parameter accuracy. Affective commitment exhibited highest expected influence and was identified as the principal psychological bridge linking leadership to innovation. Continuance commitment showed negative expected influence, suggesting an association with inhibitory network patterns. Positive attitude and track record demonstrated strongest bridge connections from leadership to commitment domains, surpassing technical competencies. Network stability analyses confirmed robust interpretability. Human-centered digital transformation effectiveness appears associated with cultivating authentic affective commitment rather than compliance-driven engagement. Organizations should prioritize emotion-focused leadership development, eliminate coercive change strategies, and select champions based on optimistic orientation and credible success records as approaches that may support innovation capacity.

Adoption of arts-based approaches to deepen health professionals' understanding of patient experiences is increasing. Building upon previous work, this case report explores the educational value and impact of an arts-based activity on Pharmacy and Nursing students' perspectives of patient experiences of asthma. Pharmacy and Nursing students attending face-to-face or online tutorials as part of their regular curricula were invited to create drawings expressing their perceptions of patient experiences of asthma; view drawings made by patients living with asthma; and reflect on their own, compared to patient, representations of asthma in class discussion and individual writing. Students also reflected on the activity itself. Students submitted their anonymous written reflections, along with photos of their artwork, to a secure web-based platform. Thematic analysis was conducted on the written reflections. A total of 152 students (119 Pharmacy, 33 Nursing) participated. Four themes were identified in students' written reflections: (1) Developing a humanistic understanding of asthma; (2) Willingness to invest in the patient experience; (3) Bridging theory to clinical practice; and (4) Impact of the creative process on learning about asthma. This approach offered nuanced insights into patient experiences of asthma, encouraged reflection about the humanistic aspects of healthcare, and fostered varying levels of empathic and relational awareness for patient experiences among students. Our findings support the educational value of arts-based approaches in health curricula. Future studies should focus on how students experience empathy and relatedness over time and examine the impact of learning modality on learning and practice.

Background/Objectives: Dance-based programs have been shown to support psychological well-being in later life, yet evidence remains limited for dance-mediated psychomotor interventions. This study examined the effects of a 12-week creative-dance-mediated psychomotor intervention on life satisfaction and positive and negative affect in community-dwelling older adults. Methods: This 12-week non-randomized controlled trial involved 34 participants (74.6 &#xb1; 6.6 years), allocated by convenience to an experimental group (EG) or control group (CG). The EG participated in a creative-dance-mediated psychomotor intervention (3&#xd7;/week; 60 min/session; 36 sessions), while the CG maintained usual daily activities. Life satisfaction was assessed using the Satisfaction With Life Scale (SWLS), and affective experience was assessed using the Positive and Negative Affect Schedule (PANAS) at baseline and post-intervention. Results: No adverse events occurred; attendance was 89.8%. Within-group comparisons showed significant improvements in the EG for SWLS (20.4%), PANAS positive affect (14.3%), and PANAS negative affect (-13.9%), p < 0.05. In the CG, a significant improvement was observed only for PANAS negative affect (-11.5%), p < 0.05. Post-intervention comparisons between groups revealed significant differences favoring the EG for SWLS (p = 0.018) and PANAS positive affect (p < 0.001), with no significant between-group differences at baseline. Conclusions: Over 12 weeks, the intervention was associated with higher life satisfaction and positive affect in the EG compared with the CG. These findings suggest that this intervention format is safe and feasible and may support psychological well-being in community-dwelling older adults.

This study investigated the relationship between health information-seeking behavior (HISB), digital health literacy, and fear of COVID-19 among Greek nursing staff during the pandemic. Utilizing a cross-sectional design grounded in Wilson's Model of Information-Seeking Behavior, a structured questionnaire was administered to 120 licensed professionals at a regional general hospital. The primary objective was to examine how informational needs and literacy levels correlated with psychological responses, specifically the fear of the virus. Results indicated that nursing staff were highly motivated to seek information regarding COVID-19 treatments and patient protocols. Younger and less experienced staff favored official sources, such as journals and formal training. While overall levels of fear of COVID-19 were generally low, significant variations emerged based on demographics; male staff and those aged over 51 reported higher anxiety. Furthermore, fear of COVID-19 was found to be negatively correlated with satisfaction with available information. These findings emphasized the necessity of empowering digital health literacy and tailoring informational resources to mitigate fear and enhance professional preparedness during public health crises.

Discrimination and violence against women and girls continue to rise globally, and the advocacy spaces confronting these crises are themselves sites of emotional intensity, trauma exposure, and burnout. This quality improvement report describes a nursing-led initiative to cocreate environments of care within the nongovernmental organization (NGO) Commission on the Status of Women (CSW) Forum, a nongovernmental advocacy space that connects civil society and grassroots activists to the official United Nations CSW, one of the world's largest gatherings on gender equality worldwide. In partnership with NGO CSW Forum leaders and community healers, nurses designed and implemented a two-phase restoration initiative that offered respite, somatic regulation, and relational support for delegates and organizers. Guided by Healing Justice, Human Caring Theory, and Human-Centered Leadership frameworks, the project elevates nursing's role as social architects for caring spaces in high-intensity systems and settings. Using participatory codesign principles and value-oriented relationship building, the initiative engaged more than 100 participants over 2 weeks, with feedback highlighting experiences of calm, connection, and renewed capacity to continue advocacy work. Executive leaders rated the initiative as highly valuable and integrated it into the formal forum structure. This case illustrates how nurses can lead care-centered design in global advocacy contexts, using power-with partnerships to address burnout, sustain participation, and model environments of care adaptable across health and social systems.

Creativity is the process of generating contextually useful novel outcomes by uniquely reconfiguring existing knowledge and information. While various measures examine specific aspects of creativity, multifaceted measures that holistically assess creativity as a domain-general factor are still needed. This study developed the Creative Personality and Thinking Styles Scale (C-PETS), which measures personality, thinking styles, and creativity-related motivation based on Plucker et al.'s theory of creativity. The initial C-PETS item pool was developed by referencing existing scales, followed by a qualitative screening process to ensure theoretical consistency. Exploratory factor analysis involving 572 participants was conducted to examine the underlying factor structure. Subsequently, confirmatory factor analysis and a higher-order model analysis involving 943 participants were performed to verify the model fit. Exploratory factor analysis identified a five-factor, 16-item scale comprising Broad Thinking, Thorough Thinking, Information Manipulation, Challenge-Seeking, and Ambiguity Tolerance. The higher-order CFA model demonstrated an excellent fit (GFI = .97, CFI = .98, RMSEA = .02). Criterion-related validity was supported by significant correlations with the Short Scale of Creative Self-Efficacy (r = .75), Aesthetic Experiences Scale (r = .30), and Divergent Association Task (r = .18). Test-retest reliability after two weeks was strong (r = .87). Additionally, a positive correlation was observed with educational attainment. The C-PETS represents a valuable contribution to creativity assessment by providing a multifaceted measure of creativity-related personality, thinking styles, and motivation.

This study employed an explanatory sequential mixed-method design to investigate the factors influencing innovative work behavior in green product firms in Pakistan. Guided by social cognitive theory, data from 278 employees were analyzed using structural equation modeling in AMOS, followed by qualitative interviews to further explain and contextualize the quantitative findings. The findings showed that computational thinking (&#x3b2;&#xa0;=&#xa0;0.62, p&#xa0;<&#xa0;0.001) and self&#x2011;leadership (&#x3b2;&#xa0;=&#xa0;0.56, p&#xa0;<&#xa0;0.001) have a significant positive association with creative self-efficacy. Additionally, creative self-efficacy has a significant direct positive influence on innovative work behavior (&#x3b2;&#xa0;=&#xa0;0.76, p&#xa0;<&#xa0;0.001). The mediation analysis confirmed that creative self-efficacy significantly mediated the relationship between computational thinking and innovative work behavior (indirect &#x3b2;&#xa0;=&#xa0;0.29) and between self&#x2011;leadership and innovative work behavior (indirect &#x3b2;&#xa0;=&#xa0;0.26). Notably, knowledge sharing significantly moderated the relationship between creative self-efficacy and innovative work behavior (&#x3b2;&#xa0;=&#xa0;0.32, p&#xa0;<&#xa0;0.001) strengthening the effect of creative self-belief on innovative. Eighteen (n&#xa0;=&#xa0;18) interviews were conducted to gain insight into how these mechanisms worked. During the thematic analysis, results revealed that knowledge sharing weakens negative effect of hierarchical constraints, enabling employees to act on their creative self-efficacy. Computational thinking is associated with a language of credibility for innovative ideas, while self&#x2011;leadership is associated with a necessary internal motivation against bureaucratic fatigue. These findings are relevant for green product firms operating in high power distance, resource-constrained contexts such as Pakistan.

Creative Nursing 2026 explores the multifaceted relationship between nursing and sociology, a field rich with opportunities for critical analysis and theoretical development. Our first two issues represent distinct yet interconnected approaches that illuminate the social dimensions of health, illness, and health-care delivery. In 16 articles by 85 authors from 19 countries, this second issue, Sociology in Nursing, applies sociological insights to understand health disparities, determinants of health, the patient and family experience, and the social context of health behaviors. It emphasizes how sociological understanding can inform and improve nursing practice, education, and research.