Department of Health Sciences, Integrative Health Research, Faculty of Medicine, Lund University, 22210 Lund, Sweden.
Centre for Environmental and Climate Science (CEC), Faculty of Natural Sciences, Lund University, 22210 Lund, Sweden.
Int J Environ Res Public Health. 2021 Sep 5;18(17):9372. doi: 10.3390/ijerph18179372.
Global health challenges are likely to be aggravated in the coming years by rapid climate change and environmental degradation. To address the resulting health inequities, nurses need an integrated understanding of environmental and social determinants of health. This study adopts an explorative inductive approach to examine how global health and sustainability are expressed the course syllabi of undergraduate nursing programmes ( = 24) in Sweden. After excluding biomedical and other unrelated content, 67 syllabi were selected for a thematic analysis. Results indicate that global health, the social determinants of health and sustainability tend to appear in a fragmented manner in the syllabi. Global health content is often limited, relegated to elective courses, or altogether missing. A theoretical framework is lacking, and focus lies on an individual rather than structural perspective. Based on international policy, earlier studies on undergraduate nursing education and theoretical work, suggestions are made for how global health and sustainability content could be integrated into nursing education, notably by using a structural competency approach.
全球卫生挑战很可能会因气候变化和环境恶化的迅速加剧而在未来几年加剧。为了解决由此产生的卫生不公平问题，护士需要综合了解健康的环境和社会决定因素。本研究采用探索性归纳方法，考察全球卫生和可持续性在瑞典本科护理课程（=24）课程大纲中是如何表达的。在排除生物医学和其他不相关的内容后，选择了 67 份课程大纲进行主题分析。结果表明，全球卫生、健康的社会决定因素和可持续性往往在课程大纲中以零散的方式出现。全球卫生内容往往有限，被归入选修课程，或者完全缺失。缺乏理论框架，重点放在个人而不是结构的角度。基于国际政策、早期本科护理教育研究和理论工作，提出了如何将全球卫生和可持续性内容纳入护理教育的建议，特别是通过使用结构性能力方法。
