Developing awareness of sustainability in nursing and midwifery using a scenario-based approach: Evidence from a pre and post educational intervention study

Abstract

Using a scenario-based learning approach with nursing and midwifery students can change attitudes and knowledge towards sustainability and climate change. Embedding this approach in the context of clinical skills provides a novel and engaging approach that is both educationally sound and clinically relevant.

Environmental responsibility in hospital care: Findings from a qualitative study

“…[45] This is encouraging, as in our data and earlier study, [10] staff's attitudes were considered to be a substantial barrier to progress in environmental responsibility. On the other hand, another study [47] found that a pro-environmental attitude was not necessarily required, as favorable work structures, systems, cultures and rewards, and staff's awareness of practical sustainable actions, may already be enough to change their behavior.…”

“…In line with earlier studies, education plays a key role [2,45] and educating health care professionals has been found to produce clear improvements in waste management. [29] Education should not be limited to just waste issues.…”

“…The wider topic of environmental responsibility should be included in nursing and medical curriculums to help health care professionals to understand the connection between their practices, resource scarcity and climate change. [2,45,46] Information needs to be up-to-date, [16] usable, interesting, reasonable and easy to understand. This relates to both formal and in-service training.…”

“…This relates to both formal and in-service training. [45] Also guidance given to the staff from different sources must be consistent. For example, the staff may be advised to turn off devices, but computers may need to be left on because of software updates.…”

Sustainable eating: Opportunities for nutrition professionals

“…This could be achieved with student‐led sustainability‐focused scenario‐based approaches to learning (Richardson et al . ) that involves co‐learning with students from other disciplines ( e.g . climate science; political science).…”