Interim Report August 2015: Evidence-based resource on sustainability, climate change and health

Output O1: Evidence-based resource on sustainability, climate change and health

Aim

To build an evidence-based resource to support sustainability literacy and competency in nursing

Objectives

  • To undertake a rapid (scoping) review of research relating to sustainability and nursing / healthcare to inform the detailed evidence-review
  • To undertake a detailed evidence-review of research relating to sustainability and nursing / healthcare climate change resource depletion and nursing, health / healthcare across Europe
  • To identify general web-based support materials for sustainability and nursing / healthcare
  • To undertake a review of pedagogical approaches (e.g. problem-based learning) relating to the development and use of educational materials on sustainability, climate change and nursing, health / healthcare

Process

 Rapid Review (Scoping) Step 1 (English language resources only)

Completed and sent to Maastricht by end November 2014 for inclusion in the Curriculum Mapping for Activity 2

Focus on the two questions:

  • What do nurses need to know about sustainability?
  • What pedagogic approaches are used to embed sustainability in curricula in nursing or higher education?

Using key documents – criteria for choice of documents:

Seminal papers or reports addressing the issues and examples from current attempts to embed sustainability in healthcare curriculum. Justification will be provided for the inclusion of each document.

Detailed Review Step 2 (English, Spanish, German, Dutch)

Literature search

The search strategy applied in Step 1 was revised for specificity and applied to relevant databases in English, Dutch, Spanish and German.

Inclusion criteria

Research papers, policy documents, professional body / organisation documents

Published and unpublished (grey literature)

Exclusion criteria

Letters, newspaper articles, non-academic documents

Thematic analysis

The next step was to analysis the relevant resources for themes that relate to our questions:

  • What do nurses need to know about sustainability?
  • What pedagogic approaches are used to embed sustainability in curricula in nursing or higher education?

Completed by all partners (in English, German and Spanish) and sent to Maastricht and Plymouth teams for February Transnational meeting.

Findings and action

Themes were collated and tabulated, indicating the source of the data. Themes an topics from these two literature reviews were discussed, together with the output from the curriculum scoping (Activity 2) at Transnational meeting 2 in Plymouth. Using this evidence, the content of the Delphi study for Activity 2 was developed.

A final report including thematic analysis has been drafted for circulation to the Steering Committee.

One paper has been drafted for submission to a peer-reviewed journal.

See tables below for papers included in the review.

What do nurses need to know about sustainability? 

 References / resources details

 

Reference Reasons for inclusion 
1.   Anna Anaker RN, MSc (Assistant Lecturer) and Marie Elf PhD, RN (Senior Lecturer) (2014) Sustainability in nursing: a concept analysis. Scandinavian Journal of caring sciences Scand J Caring Sci;; 28; 381–389

 

A concept analysis of 14 articles that refer to sustainability in nursing, develops a ‘concept’ sustainability within nursing and sets out recommendations for education
2.   Goodman B., East L. (2013) The ‘sustainability lens’: A framework for nurse education that is ‘fit for the future’ http://dx.doi.org/10.1016/j.nedt.2013.02.010

 

A paper that sets out how a sustainability nursing framework for education should look, provides an indication of topics for inclusion in curricula
3.   Future Skills Initiative Handbook (Nursing) Template Integrating ‘Sustainability’ within Degree Programmes. University of East Anglia

 

 

Produced by University of East Anglia as an approach to integrate sustainability in degree programmes

 

4.   Educating for Sustainable Healthcare – Priority Learning Outcomes

http://sustainablehealthcare.org.uk/sustainable-healthcare-education/priority-learning-outcomes

http://sustainablehealthcare.org.uk/sustainable-healthcare-education

 

Developed by Centre for Sustainable Healthcare these priority learning outcomes for environmental sustainability in medical education were developed in response to a request from the General Medical Council (GMC) and have been refined through a two-stage national consultation, involving medical educators, clinicians and students. Whilst broadly following the structure of the GMC’sTomorrow’s Doctors, they provide a template for both undergraduate and postgraduate training.

 

5.   López Fernández MT, Pastor Torres E, Sánchez Sauco MF, Ferris y Tortajada J, Ortega García JA. Enfermería en salud medioambiental. Experiencia en una unidad de salud medioambiental pediátrica. [Nursing in Environmental Health. Experience in a paediatric environmental health unit]. Enfermería Clínica, 2009. 19(1):43-47.

 

 

 

Nurses have a near position to children and family, so they are able to identify environmental health risks and prevent them. To develop this function, paediatric environmental units are created. This paper proposes the incorporation of contents of environmental paediatric health in the formative programs of nursing. Nursing as a key in decreasing environmental threats.
6.   Galiana ME., Gascón E (2004). La ecología como centro de interés. La enfermera comunitaria en salud ambiental. [Ecology as a centre of interest. Community nurse in environmental health]. Revista ROL de enfermería. 27 (1): 21 -28. Importance of the role of community nursing in environmental health. The role of community nursing in environmental health is analysed through a literature review. 
7.   Adlong W, Dietsch E (2013) Nursing and climate change: An emerging connection. Collegian  (in press – find full details) Paper aims to assist nurses to recognise the consequences of climate change, disseminate knowledge about these consequences and to be active in mitigation strategies
8.   Goodman B. (2011) The need for a ‘sustainability curriculum’ in nurse education Nurse Education Today (in press copy – need full details)  Suggest changing the form of education in order to integrate sustainability in the nursing curriculum.Overlaps with pedagogy
9.   RCN and NHS Sustainable Development Unit. Five to Survive: What can nursing professionals do to improve health, save money and resources, and reduce carbon pollution? Published by Royal College of Nursing and the NHS Sustainable Development Unit. Presents five key actions nurses can take to promote sustainability. Could be used in nursing education.
10.           Bell E. (2010) Climate change: what competencies and which medical education and training approaches? BMC Medical Education. 10:31 1-8 Describes competencies for climate change that might be included in medical education.
11.                Bell E., Horton G., Blashki  G., Bastian M. (2012) Climate change: could it help develop ‘adaptive expertise’? Advances in Health Science Education. 17:211-224 Proposals for curricula content for healthcare professionals to develop adaptive expertise for climate change.
12.                Sayre L., Rhazi N., Carpenter H., Hughes N.L.Climate change and human health: the role of nurses in confronting the issue. Nursing administration quarterly. 34 (4) (pp 334-342), 2010. Date of Publication: 2010 Oct-Dec. Focus on how nurses can help to prepare healthcare facilities for impacts of climate change.
13.                Polivka BJ., Chaudry RV., Mac Crawford J. (2012) Public Health Nurses’ Knowledge and Attitudes Regarding Climate Change. Environmental Health perspectives 120(3): 321-325  Focus on the role of public health nursing.
14.                Richardson J et al (2014) Effect of climate change and resource scarcity on health care. Nursing Standard. 28, 45, 44-49 Focus on the need to nurses to understand the potential for resource scarcity and sustainability. Provides an example of an educational approach.
15.                Richardson J., Grose J., Doman M., Kelsey J. (2104) The use of evidence-informed sustainability scenarios in the nursing curriculum: development and evaluation of teaching methods. Nurse Education Today. 34:490-93 Describes the use of sustainability scenarios in nursing education.
16.                Jan Mistrate Haarhuis (2006). Duurzaam ontwikkelen. Onderwijs en gezondheidszorg, 2006 (2006) 30:13–14. Describes a short interview with Monica Bronsgeest, who at that time was involved in a Dutch initiative for a more sustainable MBO vocational education, leading the sub-group on healthcare and wellbeing.

 

What pedagogic approaches are used to embed sustainability in curricula in nursing or higher education?

References / resource details (English and Spanish languages)

Reference Reasons for inclusion 
1. Cotton D., Winter J (2010) It’s not just bits of paper and light bulbs: a review of sustainability pedagogies and their potential for use in higher education. In Sustainability Education Perspectives and Practice Across Higher Education, P Jones, D Selby S Sterling (Eds.) Earthscan. London. Pedagogies used in education for sustainable development (ESD)
2. QAA763 (2014) Education for Sustainable Development: Guidance for UK higher education providers. The Quality Assurance Agency for Higher Education. London. UK. National guidance on curriculum design
3.  Sustainable Development Unit (2009) Fit for the future: Scenarios for low-carbon healthcare 2030. Cambridge. UK Scenarios used in healthcare education
4.  Sterling S. (2009) The Future Fit Framework: An introductory Guide to teaching and learning for sustainability in HE. The Higher Education Academy. York. UK Pedagogies used in education for sustainable development (ESD
5.  Sterling S., Maiteny P., Irving D., Salter J. (2005) Linking thinking: New perspectives on thinking and learning for sustainability. World Wildlife Fund (WWF) Scotland. UK  Pedagogies used in education for sustainable development (ESD
6. Future Skills Initiative Handbook (Nursing) Template Integrating ‘Sustainability’ within Degree Programmes. University of East Anglia  Educational approaches
7. Galiana ME, Gascón E (2004). La ecología como centro de interés. La enfermera comunitaria en salud ambiental. [Ecology as a centre of interest. Community nurse in environmental health]. Revista ROL de enfermería. 27 (1): 21 -28. Importance of the role of community nursing in environmental health. The role of community nursing in environmental health is analized through a literature review. 
8. Bell E, Horton G, Blashki G, Seidel B (2012) Climate change: Could it help create ‘adaptive expertise’? Advances in Health Science Education. 17:211–224 Building ‘adaptive expertise’ in medical education
9. Fahey S (2012) Curriculum change and climate change: inside outside pressures in higher education. Journal of Curriculum Studies.44(5):703-722 theoretical curriculum models used in changing a cross university programme: objectives-based and action research 
10. Burant S, Barth M. (2010) Learning sessions to face climate change. Journal of Cleaner Production.(18):659-665 Descriptions of adapted sustainability science approaches: the syndrome approach and scenario analysis
11. Christie B, Miller K, Cooke R, White J (2013) Environmental sustainability in higher education: How do academics teach?. Environmental Education Research.19 (3):385-414 Concerns about whether existing teaching methods facilitate ESD

 

Leave a Reply

Your email address will not be published. Required fields are marked *