Sustainable Development Goals as a Framework for Teaching and Learning about Health Equity in European Health and Social Care Study Programmes: A Modified Delphi Approach

Antón-Solanas, Isabel (Universidad de Zaragoza) ; Urcola-Pardo, Fernando (Universidad de Zaragoza) ; Subirón-Valera, Ana B. (Universidad de Zaragoza) ; Ziveri, Davide ; Wikström-Grotell, Camilla ; Aresu, Alessandra ; van Wijchen, Joost ; Jalovcic, Djenana ; Törnblom, Cia ; Nyberg, Anu ; Rodríguez-Roca, Beatriz (Universidad de Zaragoza) ; Alme, Maria Nordheim

Resumen: A 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

Idioma: Inglés

DOI: 10.1007/s10916-025-02328-3

Año: 2025

Publicado en: Journal of medical systems 49, 1 (2025)
ISSN: 0148-5598

Financiación: info:eu-repo/grantAgreement/EUR/ERASMUS+/2021-1-NO01-KA220- HED-000035777

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Enfermería (Dpto. Fisiatría y Enfermería)