The coronavirus 2019 (COVID-19) pandemic has had a significant impact on the economy and health, especially for the most vulnerable social groups. The social determinants of health are one of the most relevant risks for becoming infected with COVID-19, due to the health consequences for those who are exposed to it. The objective of this study was to analyze the influence of social determinants in health on COVID-19 infection in vulnerable social groups. A transversal epidemiological study was carried out on 746 individuals in vulnerable situations living in conditions of extreme poverty in disadvantaged areas in the province of Almeria (southeast of Spain). Social determinants of health such access to drinking water (p < 0.001) and economic income (p = 0.04) influenced the infection of COVID-19. A binary logistic regression model showed that the significant predictors of COVID-19 infection were the lack of economic income and inaccessible drinking water. The government and social health services must be aware of this problem in order to play an active role in searching for solutions and implementing public health prevention measures to eliminate social inequalities in health.

Female Genital Mutilation (FGM), which is culturally accepted in some African communities, has serious consequences on the physical, psychological, urogynecological, obstetrical and sexual health of girls and women. It is therefore important to understand women's experiences of the consequences of FGM. to understand the experiences of the consequences of female genital mutilation in sub-Saharan female survivors living in Spain. a qualitative study based on Merleau-Ponty's hermeneutic phenomenology. 13 sub-Saharan female survivors of female genital mutilation participated. The study was carried out in two south-eastern Spanish provinces where many jobs in the agricultural and service industry are done by African immigrants originating from ethnic groups in which FGM is still prevalent. In-depth interviews were carried out for data collection. ATLAS.ti was used for inductive analysis, from which two main themes were developed that represent the experiences of the consequences of FGM: (a) The impact of FGM: Hijacked sexual health and (b) The difficult process of genital reconstruction: overcoming the aftereffects and regaining integrity. The mutilated women experienced serious consequences in their sexual, psychological and obstetrical health. Genital reconstruction was a difficult decision but contributed to regaining their sexual health and identity. The professionals involved play an important role in the care provided for the associated consequences of FGM, in identifying risk groups and in providing advice that allows the women to regain their sexual and reproductive health.

Background: Living in poverty negatively affects the biopsychosocial health of older adults. Nursing students need to develop competence to promote health and self-care behaviours amongst older adults living in poverty in high-income countries. Aim: To explore nursing students’ perceptions of a service learning programme aimed at promoting health and self-care among older adults living in poverty in a high-income country. Methods: A descriptive qualitative study was conducted with 37 nursing students recruited from a university in Southeastern Spain. Participants completed a service learning programme in which they conducted preventive home visits to older adults living in poverty. Data were collected through in-depth interviews and analysed using a reflexive thematic analysis. Results: Three key themes were developed: (1) service learning as a different way of learning, (2) as an active learning approach to bridge the theory–practice gap, and (3) to provide insight into an unknown side of nursing. Conclusions: By providing opportunities for active, experiential learning in real-world contexts, service learning was perceived by the nursing students as a methodology that helps to bridge the gap between theory and practice. Participating in a service learning programme with older adults living in poverty not only fosters emotional engagement, reflective practice, and the development of essential non-technical skills in nursing students, but it also prepares them to advocate for older adults living in poverty in a high-income country.