There is a disconnect between ambition and achievement of the UN Agenda 2030 and associated Sustainable Development Goals that is especially apparent when it comes to ocean and coastal health. While scientific knowledge is critical to confront and resolve contradictions that reproduce unsustainable practices at the coast and to spark global societal change toward sustainability, it is not enough in itself to catalyze large scale behavioral change. People learn, understand and generate knowledge in different ways according to their experiences, perspectives, and culture, amongst others, which shape responses and willingness to alter behavior. Historically, there has been a strong connection between art and science, both of which share a common goal to understand and describe the world around us as well as provide avenues for communication and enquiry. This connection provides a clear avenue for engaging multiple audiences at once, evoking emotion and intuition to trigger stronger motivations for change. There is an urgent need to rupture the engrained status quo of disciplinary divisions across academia and society to generate transdisciplinary approaches to global environmental challenges. This paper describes the evolution of an art-science collaboration (Catching a Wave) designed to galvanize change in the Anthropocene era by creating discourse drivers for transformations that are more centered on society rather than the more traditional science-policy-practice nexus.
To provide quality end-of-life care, nursing students must have clinical experiences participating on interdisciplinary teams. The authors present the structure and processes of a clinical simulation experience that help students embrace the importance of interdisciplinary collaboration in clinical practice.
The purpose of this study was to explore, analyze, and describe nursing doctoral students' perceptions of factors that impacted them during their doctoral program. Answers to an open-ended question, in a national descriptive survey study of nursing doctoral students across the United States, were analyzed using Colaizzi procedural methods as a guideline. The content analysis identified issues unique to doctor of nursing practice (DNP) students that related to lack of clarity for the DNP degree and student concerns within academic settings. Recommendations include having DNP faculty on DNP project committees and standardization of guidelines to ensure rigor and consistency.
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