000168141 001__ 168141
000168141 005__ 20260127160850.0
000168141 0247_ $$2doi$$a10.1007/s10916-025-02328-3
000168141 0248_ $$2sideral$$a147707
000168141 037__ $$aART-2025-147707
000168141 041__ $$aeng
000168141 100__ $$0(orcid)0000-0002-8206-4803$$aAntón-Solanas, Isabel$$uUniversidad de Zaragoza
000168141 245__ $$aSustainable Development Goals as a Framework for Teaching and Learning about Health Equity in European Health and Social Care Study Programmes: A Modified Delphi Approach
000168141 260__ $$c2025
000168141 5060_ $$aAccess copy available to the general public$$fUnrestricted
000168141 5203_ $$aA health equity movement is underway, in which broad sectors of society must work together to create solutions to the complex interwoven problems that undermine equal opportunities for good health and well-being. Yet, addressing health inequity is a complex and challenging problem. Health inequity manifests through complex disparities that overload healthcare services and penetrate (all) other sectors of society. The aim of this study is to reach consensus on health equity related topics to be included in European health and social care study programmes by using the Sustainable Development Goals (SDGs). To identify such topics, a Delphi method was designed and performed in an expert panel comprising nine academics, clinicians, and members of a non-governmental organization. Using the Sustainable Development Goals as a framework, three rounds of surveys were conducted. The response rate was 100% across all rounds. In the first round, participants selected relevant SDG targets and indicators; 183 indicators were shortlisted. In the second round, participants rated the relevance of each indicator, leading to the endorsement of 142 indicators. In the third round, 162 out of 247 total indicators were endorsed. None of the Sustainable Development Goals were considered irrelevant to health and social care study programmes. We argue that to address health inequities effectively, health and social care professionals should liaise with a wide range of stakeholders in non-health sectors to design appropriate strategies to improve health and well-being. This implies that health and social care curricula should integrate competencies and capabilities that allow future professionals to work outside their traditional spheres of practice, communicating health information to a broad range of audiences, advocating and translating data for intersectoral action, and negotiating strategies and approaches to attain health equity in collaboration with stakeholders from different social sectors.
Graphical Abstract
000168141 536__ $$9info:eu-repo/grantAgreement/EUR/ERASMUS+/2021-1-NO01-KA220- HED-000035777
000168141 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000168141 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000168141 700__ $$0(orcid)0000-0001-7049-8295$$aUrcola-Pardo, Fernando$$uUniversidad de Zaragoza
000168141 700__ $$0(orcid)0000-0002-5676-4179$$aSubirón-Valera, Ana B.$$uUniversidad de Zaragoza
000168141 700__ $$aZiveri, Davide
000168141 700__ $$aWikström-Grotell, Camilla
000168141 700__ $$aAresu, Alessandra
000168141 700__ $$avan Wijchen, Joost
000168141 700__ $$aJalovcic, Djenana
000168141 700__ $$aTörnblom, Cia
000168141 700__ $$aNyberg, Anu
000168141 700__ $$aRodríguez-Roca, Beatriz$$uUniversidad de Zaragoza
000168141 700__ $$aAlme, Maria Nordheim
000168141 7102_ $$11006$$2255$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Enfermería
000168141 773__ $$g49, 1 (2025)$$pJ. med. syst.$$tJournal of medical systems$$x0148-5598
000168141 8564_ $$s1204161$$uhttps://zaguan.unizar.es/record/168141/files/texto_completo.pdf$$yVersión publicada
000168141 8564_ $$s2106593$$uhttps://zaguan.unizar.es/record/168141/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000168141 909CO $$ooai:zaguan.unizar.es:168141$$particulos$$pdriver
000168141 951__ $$a2026-01-27-15:01:10
000168141 980__ $$aARTICLE