Social Determinants of Health as Barriers to Training New Public Health Practitioners in Georgia
Abstract
Social Determinants of Health as Barriers to Training New Public Health Practitioners in Georgia
Background: Achieving health equity requires a diverse and inclusive Public Health workforce. However, many students from diverse economic, racial/ ethnic, and geographic backgrounds face educational challenges related to the social determinants of health (sdoh). There is a need to support such students in their educational journeys to join the Public Health workforce. To do so, we must understand and address the barriers they face. Using the Social Ecological Model (SEM) and the sdoh as theoretical frameworks, this qualitative interview study explores barriers to academic success among diverse students enrolled in a Georgia-based, online, undergraduate Public Health degree program. The sdoh and the SEM emphasize the importance of ‘upstream’ social and environmental determinants for creating educational opportunity and health equity.
Research Purpose: The purpose of this qualitative, exploratory study is to identify social and environmental barriers to academic success among diverse students enrolled in an online undergraduate Public Health degree program.
Methods: Qualitative in-depth interviews were conducted with a maximum variation sample of undergraduate Public Health students from diverse racial/ ethnic, economic, and geographic backgrounds. The interview guide was constructed using the domains of the SEM that focus on ‘upstream’ factors and using the sdoh. Interview transcripts were analyzed with a scheme of deductive and inductive codes, memo-writing, and thematic analysis.
Results and Discussion: A range of barriers were identified, including financial hardship, “churning” in and out of school because of life events, the demands of child and elder care, health issues, housing instability, work demands, lack of sleep, and lack of access to needed technology (laptops, wi-fi, etc.) It is imperative that we align Public Health education to respond to the needs of these students, since they represent an important part of the future of Public Health practice. Many of them will practice in their local communities after graduation and support the mission of health opportunity for all.
Keywords
health equity, social determinants of health, Public Health practice, Public Health education
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Social Determinants of Health as Barriers to Training New Public Health Practitioners in Georgia
Social Determinants of Health as Barriers to Training New Public Health Practitioners in Georgia
Background: Achieving health equity requires a diverse and inclusive Public Health workforce. However, many students from diverse economic, racial/ ethnic, and geographic backgrounds face educational challenges related to the social determinants of health (sdoh). There is a need to support such students in their educational journeys to join the Public Health workforce. To do so, we must understand and address the barriers they face. Using the Social Ecological Model (SEM) and the sdoh as theoretical frameworks, this qualitative interview study explores barriers to academic success among diverse students enrolled in a Georgia-based, online, undergraduate Public Health degree program. The sdoh and the SEM emphasize the importance of ‘upstream’ social and environmental determinants for creating educational opportunity and health equity.
Research Purpose: The purpose of this qualitative, exploratory study is to identify social and environmental barriers to academic success among diverse students enrolled in an online undergraduate Public Health degree program.
Methods: Qualitative in-depth interviews were conducted with a maximum variation sample of undergraduate Public Health students from diverse racial/ ethnic, economic, and geographic backgrounds. The interview guide was constructed using the domains of the SEM that focus on ‘upstream’ factors and using the sdoh. Interview transcripts were analyzed with a scheme of deductive and inductive codes, memo-writing, and thematic analysis.
Results and Discussion: A range of barriers were identified, including financial hardship, “churning” in and out of school because of life events, the demands of child and elder care, health issues, housing instability, work demands, lack of sleep, and lack of access to needed technology (laptops, wi-fi, etc.) It is imperative that we align Public Health education to respond to the needs of these students, since they represent an important part of the future of Public Health practice. Many of them will practice in their local communities after graduation and support the mission of health opportunity for all.
