A cohort study of sustainability education in nursing

Abstract

PurposeThe purpose of this study was to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in healthcare practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change;; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability, however climate change and health are given little attention in nursing and healthcare curricula. Design A cohort of nursing and midwifery students were introduced to sustainability and climate change in the context of healthcare through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant's attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed. FindingsSignificant differences were found between scores in year 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparisons of years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice, and challenge unsustainable practices in the work environment. ImplicationsFurther research is required to explore sustainability practice in postgraduate nurses / midwives. However this study supports the need for sustainability education to be embedded within healthcare professional degrees through applied and participatory pedagogical approaches. Originality / valueAs far as we are ware this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

Effectiveness of the e-NurSus Children Intervention in the Training of Nursing Students

“…These results demonstrated an improvement in competencies, attitudes, knowledge and skills in children environmental health issues. The findings are similar to those found by Richardson et al [8,10,30] and Grose et al [31] in skills sessions with nursing students in the United Kingdom but they differ from those found by Richardson et al [32] which revealed no statistical differences, however, this could possibly be explained by their small sample size. In Richardson et al [30,32], SANS and SANS_2 were used respectively to assess the skills gained in a session related to sustainability three months after the intervention, so comparisons can be made.…”

“…The World Health Organization (WHO) estimates that approximately one-third of the disease burden in developing countries can be attributed to modifiable environmental factors, including indoor and outdoor air pollution, unsafe water, inadequate sanitation, and poor hygiene. The Lancet Countdown on Climate Change and the International Council of Nurses have recommended the integration of environmental health into nursing practice, education, research and policy/advocacy work [8]. Therefore, health professionals have an important role to play in understanding and communicating environmental-health-related issues to children and their families.…”

“…The environmental problems that society face make it necessary for higher education to equip its learners with the attitudes, knowledge and skills to pioneer innovative and creative responses in order to achieve wider economic, social and environmental well-being [8,9,10]. The attitudes, knowledge and skills needed to address climate change were defined by Álvarez-Nieto et al [11].…”

Student nurses exposed to sustainability education can challenge practice: A cohort study

“…The second‐year session was delivered alongside clinical skills practice and was based on an interruption to supply of important healthcare products and challenges to the sustainable disposal of clinical waste (Grose & Richardson, 2013a, 2013b). Previous studies, based on more than 600 students, demonstrated significant changes in knowledge and attitudes toward sustainability and climate change following this particular session (Richardson et al, 2017, 2019).…”

“…A cohort study method was used to collect data on two occasions following exposure to sustainability educational interventions that were designed to be relevant to the nursing undergraduate curriculum (Richardson, Clarke, Grose, & Warwick, 2019); this report is on the inductive content analysis of open‐ended questions included in the survey.…”