Abstract / Description
Vulnerable populations are individuals at increased risk for health disparities due to interacting structural, social, and individual factors. Mental health needs are among the most consequential yet inconsistently addressed dimensions of care within vulnerable populations. While the nursing profession strives to provide equitable health care for all individuals, many nurses feel unprepared to respond to their needs. This narrative review examined the nursing education literature to identify methods, content, outcomes, and gaps in curriculum for vulnerable populations' mental health needs. Among the 23 articles identified, most articles focused on children/adolescents, LGBTQ+, military/veterans, and individuals exposed to trauma. Active teaching strategies were the most common curricular approaches. Most studies reported improvement in knowledge, confidence, or self-efficacy. Trauma-informed care was less represented and evaluated than other areas.