Climate change integration in nursing education: A scoping review
Tiitta, Iira; Cubelo, Floro; McDermott-Levy, Ruth; Jaakkola, Jouni J.K.; Kuosmanen, Lauri (2024-04-11)
Elsevier
11.04.2024
Iira Tiitta, Floro Cubelo, Ruth McDermott-Levy, Jouni J.K. Jaakkola, Lauri Kuosmanen, Climate change integration in nursing education: A scoping review, Nurse Education Today, Volume 139, 2024, 106210, ISSN 0260-6917, https://doi.org/10.1016/j.nedt.2024.106210
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202404292990
https://urn.fi/URN:NBN:fi:oulu-202404292990
Tiivistelmä
Abstract
Background:
The environmental impacts of climate change such as extreme weather, affects human physical and mental health; therefore, including climate change and health is important in nursing education. Despite the recognition of the link between climate change and health, this important knowledge has not yet been systematically integrated into nursing curricula, highlighting the need for immediate action to prepare nurses for these emerging human health challenges.
Objectives:
The objective of this review was to gain an overview of the existing literature exploring climate change in nursing curricula and answer following questions:
1. What teaching strategies are used to integrate climate change into the nursing curricula?
2. What are nursing students' perceptions of climate change education in the nursing curricula?
Design:
Scoping review.
Methods:
A protocol was created and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist (PRISMA-SrC). Five data bases were searched: CINAHL, Academic Search Premier, PubMed, Scopus and Cochraine, in addition to databases, grey literature was searched from different sources (reference lists, Google). A total of 1055 articles were derived from the search and 47 articles were included in this review. After selection results from selected studies on educational interventions and climate change education, and opinion pieces were charted, followed by a team review and consensus on the findings.
Conclusion:
This review shows the importance of integrating the topic of climate change into nursing curricula. This integration of climate change-related content into nursing curricula is essential for preparing students, not just for their future roles in healthcare, but also their role in policy and climate justice. These results also reflect strong support from students for that integration. But while progress has been made, further research is essential to evaluate the impacts of these teaching strategies on nursing education.
Background:
The environmental impacts of climate change such as extreme weather, affects human physical and mental health; therefore, including climate change and health is important in nursing education. Despite the recognition of the link between climate change and health, this important knowledge has not yet been systematically integrated into nursing curricula, highlighting the need for immediate action to prepare nurses for these emerging human health challenges.
Objectives:
The objective of this review was to gain an overview of the existing literature exploring climate change in nursing curricula and answer following questions:
1. What teaching strategies are used to integrate climate change into the nursing curricula?
2. What are nursing students' perceptions of climate change education in the nursing curricula?
Design:
Scoping review.
Methods:
A protocol was created and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist (PRISMA-SrC). Five data bases were searched: CINAHL, Academic Search Premier, PubMed, Scopus and Cochraine, in addition to databases, grey literature was searched from different sources (reference lists, Google). A total of 1055 articles were derived from the search and 47 articles were included in this review. After selection results from selected studies on educational interventions and climate change education, and opinion pieces were charted, followed by a team review and consensus on the findings.
Conclusion:
This review shows the importance of integrating the topic of climate change into nursing curricula. This integration of climate change-related content into nursing curricula is essential for preparing students, not just for their future roles in healthcare, but also their role in policy and climate justice. These results also reflect strong support from students for that integration. But while progress has been made, further research is essential to evaluate the impacts of these teaching strategies on nursing education.
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