Álvarez-Nieto Carmen, Richardson Janet, Parra-Anguita Gema, Linares-Abad Manuel, Huss Norma, Grande-Gascón M Luisa, Grose Jane, Huynen Maud, López-Medina Isabel M
Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
Faculty of Health and Human Sciences, Plymouth University, 8 Portland Villas, Drake Circus, Plymouth PL4 8AA, UK.
Nurse Educ Today. 2018 Jan;60:139-146. doi: 10.1016/j.nedt.2017.10.008. Epub 2017 Oct 31.
There is limited European literature on nursing and sustainability; nursing students are poorly prepared on the connections between resources, climate change, sustainability, and health, so they must acquire knowledge and develop skills and competencies in this field. The use of digital technologies and teaching via E-learning has grown, and has been widely adopted as a learning method for nursing.
The aim of the current study was to test and evaluate digital educational materials on environmental sustainability and health, in the context of university nursing education in different European countries.
An observational cross-sectional design.
University of Plymouth, University of Jaén, and University of Esslingen for Nursing Degree Studies.
299 nursing students: 161 students from University of Jaén; 106 from Plymouth; and 32 from Esslingen. 22 professional evaluators with different profiles were recruited: Teachers, Clinical professionals, Delphi Experts, and Technical Experts.
We conducted a piloting and validation process. The materials were designed and adapted to the NurSusTOOLKIT Sustainability Literacy and Competency framework. Evaluation was developed by professionals and students. We used the Spanish Standard for the assessment of Digital Educational Material Quality at University level questionnaire. All students provided informed consent prior to taking part in the learning and evaluation.
The overall evaluations of materials by students and professionals were 7.98±1.28 and 8.50±1.17, respectively. The Ability to generate learning was scored higher among students (mean difference: 0.84; 0.22-1.47; p=0.008). In the overall assessment by students, statistically significant differences were found between the three universities (Welch: 11.69, p<0.001).
Students, professionals, and technical experts considered the materials to be very good quality, especially regarding the quality of contents, format, and design. For students, these materials can generate reflection and learning regarding environmental and health issues during nursing training.
欧洲关于护理与可持续性的文献有限；护理专业学生在资源、气候变化、可持续性与健康之间的联系方面准备不足，因此他们必须在该领域获取知识并培养技能和能力。数字技术的使用以及通过电子学习进行教学的方式不断增加，并已被广泛用作护理专业的学习方法。
本研究的目的是在不同欧洲国家的大学护理教育背景下，测试和评估关于环境可持续性与健康的数字教育材料。
观察性横断面设计。
普利茅斯大学、哈恩大学和埃斯林根大学护理学位研究专业。
299名护理专业学生，其中161名来自哈恩大学；106名来自普利茅斯大学；32名来自埃斯林根大学。招募了22名具有不同背景的专业评估人员：教师、临床专业人员、德尔菲专家和技术专家。
我们进行了试点和验证过程。这些材料根据NurSusTOOLKIT可持续素养与能力框架进行设计和调整。评估由专业人员和学生进行。我们使用了西班牙大学层面数字教育材料质量评估标准问卷。所有学生在参与学习和评估之前均提供了知情同意。
学生和专业人员对材料的总体评价分别为7.98±1.28和8.50±1.17。学生中学习生成能力得分更高（平均差异：0.84；0.22 - 1.47；p = 0.008）。在学生的总体评估中，三所大学之间存在统计学显著差异（韦尔奇检验：11.69，p < 0.001）。
学生、专业人员和技术专家认为这些材料质量非常好，尤其是在内容、格式和设计质量方面。对于学生而言，这些材料可以在护理培训期间引发对环境和健康问题的思考并促进学习。
