The Integration of Climate Change Topic into Nursing Education in Nursing Faculties

Yıl 2024, Cilt: 4 Sayı: 3, 482 - 495, 31.12.2024

Nurcan Kolaç

https://doi.org/10.56061/fbujohs.1459350

Öz

This study was conducted to describe the integration of climate change into nursing education in nursing faculties in Turkey. The sample of the research consisted of 70 academic leaders who volunteered to participate in the research. 91.7% of the participants stated that they did not have a model to integrate health and climate change into undergraduate education, and 81.7% did not have a program. 66.7% of the participants stated that during their nursing education, they mainly focused on the concept of environment, which is one of the four nursing theories. 63.3% of the participants support recycling in the institution; 56.7% stated that they discussed climate change and health issues in class. When the distribution of the roles that the participants expect from their students in the fight against climate change is examined, the first place is the role of community educator (91.7%), the role of researcher (92.8%), the role of participating in health policies (81.4%), the role of training for healthcare professionals (79%). and advocacy role (67.1%) should be developed during nursing education. It remains unclear whether climate change and health will be included in the undergraduate and graduate programs of nursing faculties in Turkey. Because there is no clear guide or program on how to address the climate change problem in the nursing education curriculum in Turkey. According to the results of this study, nurse academics are aware that the issue of climate change should be included in education. To ensure that the issue of climate change can be included in the nursing curriculum, it is recommended that the barriers and opportunities to developing a coherent curriculum be discussed and that nursing leaders include the issue on their agenda.

Anahtar Kelimeler

climate change, nursing education, integration

Etik Beyan

Permission was obtained from the Marmara University Non-Invasive Clinical Practices Ethics Committee to conduct the study (30.06. 2022/75

Destekleyen Kurum

The study was not supported or funded by any company.

Teşekkür

I would like to thank all academic leaders who supported the research.

Hemşirelik Fakültelerinde, Bölümlerinde İklim Değişikliği Konusunun Hemşirelik Eğitimine Entegrasyonu

Öz

Bu çalışma, Türkiye'deki hemşirelik fakültelerinde iklim değişikliğinin hemşirelik eğitimine entegrasyon durumunu tanımlamak amacıyla yapıldı. Araştırmanın örneklemini araştırmaya katılmaya gönüllü 70 akademisyen lider oluşturdu. Katılımcıların %91,7'sinin sağlık ve iklim değişikliği konusunu lisans eğitimine entegre edecek bir modellerinin, %81,7'sinin ise bir programlarının olmadığını belirtmiştir. Katılımcıların %66,7'si hemşirelik eğitimi sırasında ağırlıklı olarak öğrencilerine dört hemşirelik kuramından biri olan çevre kavramına odaklandığını ifade etmiştir. Katılımcıların %63,3'ü kurumda geri dönüşümü desteklediğini; %56,7'si iklim değişikliği ve sağlık konularını derste tartıştıklarını ifade etmiştir. Katılımcıların iklim değişikliğiyle mücadelede öğrencilerinden bekledikleri rollerin dağılımı incelendiğinde ilk sırada toplum eğitimcisi rolünü (%91,7), araştırmacı rolünü (%92,8), sağlık politikalarına katılma rolü (%81,4), sağlık çalışanlarına yönelik eğitimi rolünü (%79) ve savunuculuk rolü (%67,1) gibi rollerinin hemşirelik eğitim sırasında geliştirilmesi gerektiğini belirtmişlerdir. Türkiye'de hemşirelik fakültelerinin lisans ve lisansüstü programlarında iklim değişikliği ve sağlık konusuna yer verilip verilmeyeceği henüz belirsizliğini korumaktadır. Çünkü Türkiye'de hemşirelik eğitimi müfredatında iklim değişikliği sorununun nasıl ele alınacağına ilişkin net bir rehber ya da program bulunmamaktadır. Bu çalışmanın sonuçlarına göre hemşire akademisyenler iklim değişikliği konusunun eğitimde yer alması gerektiğinin farkındadır. İklim değişikliği konusunun hemşirelik müfredatına dahil edilebilmesini sağlamak için tutarlı bir müfredat geliştirmenin önündeki engellerin ve fırsatların tartışılması ve hemşirelik liderlerinin konuyu gündemlerine alması önerilir.

Anahtar Kelimeler

iklim değişikliği, hemşirelik eğitimi, entegrasyon

Kaynakça

• Amerson, R., Boice, O., Mitchell, H., & Bible, J. (2022). Nursing faculty’s perceptions of climate change and sustainability. Nursing Education Perspectives,43(5),227-282. https://doi.org/ 10.1097/01.NEP.0000000000000991
• Anaker, A., Spante, M., & Elf, M. (2021). Nursing students' perception of climate change and sustainability actions – A mismatched discourse: A qualitative, descriptive exploratory study. Nurse Education Today,105(2):105028. https://doi.org/10.1016/j.nedt.2021.105028
• Anderson, K. M., McLaughlin, M. K., Crowell, N. A., Fall Dickson, J. M., White, K. A., Heitzler, E. T., Kesten, K. S., & Yearwood, E. L. (2019). Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs. Nursing Outlook, 67,776–788. https://doi.org/ 10.1016/j.outlook.2019.06.021
• Barna, S., Goodman, B., & Mortimer, F. (2012). The health effects of climate change: what does a nurse need to know? Nurse Education Today, 32:765–71. https://doi.org/10.1016/j.nedt.2012.05.012
• Bell, A. S., Czerwinski, M., Horowitz, J., Theodore, J. I., Iwashyna, T. J., & Sarfaty, M. (2019). Climate change and health beliefs, knowledge, and educational needs among disaster providers. International Journal of Public Health Research, 9(2), 1127–1134. https://doi.org/10.3389/fpubh.2021.683135
• Benfield, T. (2021). Call for emergency action to limit global temperature increases, restore biodiversity, and protect health. BMJ, 374 https://doi.org/10.1136/bmj.n1734
• Berry, P., & Schnitter, R. (2022). Health of Canadians in a changing climate: Advancing our knowledge for action. Ottawa, ON: Government of Canada. Retrieved from https://changingclimate.ca/site/assets/uploads/sites/5/2022/02/CCHA-REPORT-EN.pdf
• Butterfield, P., Leffers, J., &Vásquez, M.D. (2021). Nursing’s pivotal role in global climate action BMJ,373. https://doi.org/10.1136/bmj.n1049
• Cadet, M.J. (2022). Integrating climate change concepts into advanced practice registered nurses curricula with the application of the national organization of nurse practitioner faculties competencies. Journal Professional Nursing, 41:157–165. https://doi.org /10.1016/j.profnurs.2022.05.006
• Cook, C., Demorest, S., & Schenk, E. (2019). Nurses and climate action. American Journal of Nursing, 119(4), 54-60. https://doi.org /10.1097/01.naj.0000554551.46769.49
• Cruz, J.P., Felicilda-Reynaldo R.F.D., Alshammari, F., Alquwez, N., Alicante, G.J., & Obaid, B. K. (2018). Factors influencing Arab nursing students’ attitudes toward climate change and environmental sustainability and their inclusion in nursing curricula. Public Health Nursing,35(6):598–605. https:// doi.org /10.1111/phn.12516
• Demorest, S., Spengeman, S., Schenk, E., Cook, C., & Weston, H.L.(2019). The nurses climate challenge: a national campaign to engage 5,000 health professionals around climate change. Creative Nursing, 25(3), 208-215. https://doi.org/10.1891/1078-4535.25.3.208
• Desmond, S. (2016). İmplementing climate change mitigation in health services: the importance of contact. Journal Of Health Services Research & Policy, 21(4),257-62 https://doi.org 10.1177/1355819616645373
• Diallo T., Roberge, M., Bérubé, A., & Audate, P.P.(2023). Integrating climate change into nursing curricula and continuing education: a scoping review protocol. BMJ Open, 31(1), e068520. https:// doi.org / 10.1136/bmjopen-2022-068520
• Dündar, T., Toptaş, B., Basli, M., & Kiraz Evci, D. E. (2020). Akademisyen hemşirelerin iklim değişikliği ile ilgili görüşleri. Hemşirelik Bilim Dergisi, 3(2), 10–15. e-ISSN: 2636-8439.
• Ergin, E., Altınel, B., & Aktaş, E. (2021). A mixed method study on global warming, climate change and the role of public health nurses from the perspective of nursing students. Nurse Education Today,107,1-7. https://doi.org /10.1016/j.nedt.2021.105144.
• Griffin, M. T. Q., Alfes, C. M., Chavez, F., Ea, E. E., Lynn, K. A., Rafferty, M. A., & Fitzpatrick, J. J. (2022). Incorporating climate change into doctor of nursing practice curricula. Journal of Professional Nursing, 42, 156–161. https://doi.org/10.1016/j.profnurs.2022.06.008
• Harris, O., Bialous, S., & Muench, U. (2022). Climate change, public health, health policy, and nurses training. American journal of public health,112(S3),321–327. https://doi.org /10.2105/AJPH.2022.306826
• International Council of Nurses. (2018). Position statement: Nurses, climate change and health. Geneva: ICN. Retrieved June 13, 2023, from https://www.icn.ch/news/international-council-nurses-calls-increased-nursing-leadership-combat-effects-climate-change
• Kalogirou, M., Dahlke, S., & Davidson, S. (2020). Nurses’ perspectives on climate change, health and nursing practice. Journal of Clinical Nursing,29,4759–4768. https://doi.org /10.1111/jocn.15519
• Kangasniemi, M., Kallio, H., & Pietla, M.A. (2013). Towards environmentally responsible nursing: A critical interpretive synthesis. Journal of Advanced Nursing,70(7), 1465–1478. https://doi.org /10.1111/jan.12347
• Karasar, N. (2014). Bilimsel araştırma yöntemleri: Kavramlar, teknikler ve ilkeler. Ankara: Nobel Yayınevi.
• Kotcher, J., Maibach, E., Miller, J., Campbell E., Algodmani L., Maiero M., & Wynes A. (2021). Views of health professionals on climate change and health: a multinational survey study. Lancet Planet Health, 5(5), e316–e323. https://doi.org /10.1016/S2542-5196(21)00053-X
• Leffers J., & Butterfield, P. (2018). Nurses play essential roles in reducing health problems due to climate change. Nursing Outlook,66(2), 210-213. https://doi.org/10.1016/j.outlook.2018.02.008.
• Leffers, J., Levy, R.M., Nicholas, P.K., & Sweney, C.F. (2017). Mandate for the nursing profession to address climate change through nursing education. Journal of Nursing Scholarship, 49(7),679–687. https://doi.org/0.1111/jnu.12331
• Lopez-Medina, I.M., Álvarez- Niet C., Grose J., Elsbernd A., Huss N., Huyne M., & Richardson, J. (2019). Competencies on environmental health and pedagogical approaches in the nursing curriculum: A systematic review of the literature. Nurse Education in Practice, 37, 1-8. https://doi.org/10.1016/j.nepr.2019.04.004
• Mat, S. (2022). The role of nurses in addressing health effects of climate change and wildfires. Health Problems of Civilization, 16(1),31-36. https://doi.org/10.5114/hpc.2021.111213
• McDermott-Levy, R., Jackman-Murphy, K. P., Leffers, J. M., & Jordan, L. (2019). Integrating climate change into nursing curricula. Nurse Educator, 44(1), 43–47. https://doi.org/10.1097/NNE.0000000000000586
• McLeman, R. (2019). International migration and climate adaptation in an era of hardening borders. Nature Climate Change, 9(12), 911–918. https://doi.org/10.1038/s41558-019-0634-2
• Neal-Boylan, L., Breakey., S, & Nicholas, P.K. (2019). Integrating climate change topics into nursing curricula. Journal of Nursing Education, 58(6), 364–368. https://doi.org/10.3928/01484834-20190521-09
• Nicholas, P. K., & Breakey, S. (2017). Climate change, climate justice, and environmental health: Implications for the nursing profession. Journal of Nursing Scholarship, 49(6), 606-616. https://doi.org/10.1111/jnu.12326
• Polivka, B.J., Chaudry, R.V., & Mac Crawford, J. (2012). Public health nurses’ knowledge and attitudes regarding climate change. Environmental health perspectives, 120(3), 321-325. https://doi.org /10.1289/ehp.1104025
• Potter, T. (2019). Planetary health: The next frontier in nursing education. Creative Nursing, 25(3), 201-207. https://doi.org/10.1891/1078-4535.25.3.201
• Richardson, J., Allum, P., & Grose, J. (2016). Changing undergraduate paramedic students' attitudes towards sustainability and climate change. Journal of Paramedic Practice, 8(3), 130-136. https://doi.org/10.12968/jpar.2016.8.3.130
• Richardson, J., Grose, J., Doman, M., & Kelsey, J. (2014). The use of evidence-informed sustainability scenarios in the nursing curriculum: development and evaluation of teaching methods. Nurse Education Today, 34(4):490–493. https://doi.org /:10.1016/j.nedt.2013.07.007
• Richardson, J., Heidenreich, T., Álvarez Nieto C, Fsaseur F., Grose, J., Husse N., Huynen M & Schweize A. (2016). Including sustainability issues in nurse education: a comparative study of first year student nurses' attitudes in four European countries. Nurse Education Today, 37, 15–20. https://doi.org/:10.1016/j.nedt.2015.11.005
• Rosa, W. E., Hannaway, C. J., McArdle, C., McManus, M. F., Alharahseh, S. T., & Marmot, M. (2021). Nurses for health equity: Guidelines for tackling the social determinants of health. World Innovation Summit for Health. Qatar, UAE. ISBN: 978-1-913991-15-9.
• Rosa, W.E., Dossey, B.M. Koithan., D M., Kreitzer, M.J., Manjrekar, P., Meleis, A.I. Watson, J. (2020). Nursing theory in the quest for the sustainable development goals. Nursing science quarterly, 33(2), 178-182. https://doi.org/10.1177/0894318420903495
• Schenk, E.C., Cook, C., Demorest, S., & Burduli E. (2021). Climate, health, and nursing tool (CHANT): initial survey results. Public Health Nursing, 38, 152–9. 18. https://doi.org/10.1111/phn.12864
• Shaner-McRae, H., McRae, G., & Jas, V. (2007). Environmentally safe health care agencies: nursing's responsibility, nightingale's legacy. Online journal of issues in nursing, 12(2), 1-14. https://doi.org/10.3912/OJIN.Vol12No02Man01.
• Suwanbamrung, C., Le, C.N., Phetphrom, P., Kamneatdee, P., Nontapet O., & Kaewket N. (2020). Factors Correlated with Practices Regarding Care of Dengue Patients Among Nurses from 94 Primary Care Units in a High- Risk Province in Southern Thailand. Journal of Multidisciplinary Healthcare, 13, 2043-2056. https://doi.org/10.2147/JMDH.S286737
• Yüksek Öğretim Kurumu, Türkiye. (n.d.). Statistics. https://istatistik.yok.gov.tr/ (Accessed: July 7, 2023)
• Watts N Adger W. N., Ayeb-Karlsson S, Bai. (2017). The Lancet Countdown: tracking progress on health and climate change. The Lancet, 389(10074),1151–1164. https://doi.org/10.1016/S0140-6736(16)32124-9
• Woodhall, S.C., Landeg, O., Kovats, S. (2021). Public health and climate change: how are local authorities preparing for the health impacts of our changing climate? Journal of Public Health, 43(2),425–432. https://doi.org/10.1093/pubmed/fdz098
• World Health Organization. (2022). Climate change [Health topics]. https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health (Accessed: July 7, 2023)
• World Health Organization. (2021). Climate change and health. https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health (Accessed: July 7, 2023).
• World Health Organization. (2020). State of the world’s nursing 2020: Investing in education, jobs, and leadership. https://www.who.int/publications/i/item/9789240003279 (Accessed: July 7, 2023).
• Xiao, J., Fan, W., Deng, Y., Li, S., Yan, P. (2016). Nurses' knowledge and attitudes regarding potential impacts of climate change on public health in central of China. International Journal of Nursing Sciences, 3(2),1-4. https://doi.org/10.1016/j.ijnss.2016.04.002
• Yang, L., Liao, W., Liu, C., Zhang N., Zhong S., Huang, C. (2018). Associations between Knowledge of the Causes and Perceived Impacts of Climate Change: A Cross-Sectional Survey of Medical, Public Health and Nursing Students in Universities in China. International journal of environmental research and public health, 15(12), 2650. https://doi.org/10.3390/ijerph15122650
• Zborowsky T. (2014). The Legacy of Florence Nightingale's Environmental Theory: Nursing Research Focusing on the Impact of Healthcare Environments. HERD: Health Environments Research & Design Journal, 7(4),19-34. https://doi.org/10.1177/193758671400700404