Playing for Change: A New Approach to Social Determinants of Health Education

Background: Nursing students often have limited opportunities to apply social determinants of health (SDOH) concepts to patient experiences and clinical reasoning. This study evaluated a facilitated, game-based learning intervention to reinforce person-centered, socially responsive care. Method: A mixed-methods pretest–posttest design was used with junior-level undergraduate nursing students at a public university. Students participated in a structured board game during class. Matched pre/post surveys ( n = 47) were analyzed using paired-samples t -tests, and open-ended reflections underwent content analysis. Results: Significant improvements were found in endorsement of socioeconomic considerations in health care delivery ( p = .020) and incorporating patient priorities into care plans ( p = .026). Qualitative themes reflected increased awareness of SDOH, holistic thinking, engagement, and critical reflection. Conclusion: A brief, facilitated game-based intervention may strengthen application of SDOH concepts within person-centered care. Findings support continued refinement and further study with larger, multi-site, and longitudinal designs.