Climate change integration in nursing education: A scoping review
Tiitta, Iira; Cubelo, Floro; McDermott-Levy, Ruth; Jaakkola, Jouni J.K.; Kuosmanen, Lauri (2024)
Elsevier BV
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2025040323656
https://urn.fi/URN:NBN:fi-fe2025040323656
Tiivistelmä
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 sys tematically 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 in terventions 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.
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 in terventions 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.