护理教师对气候变化和可持续性的看法。
Nursing Faculty's Perceptions of Climate Change and Sustainability.
机构信息
About the Authors Roxanne M. Amerson, PhD, RN, CTN-A, CNE, is a professor emeritus and former director, Global Health Certificate Program, School of Nursing, Clemson University, Clemson, South Carolina. Olivia Boice, BSN, RN, is a registered nurse, Spartanburg Regional Healthcare System, Spartanburg, South Carolina. Hannah Mitchell is a nursing student, Clemson University. Joe Bible, PhD, is an assistant professor, School of Mathematical and Statistical Sciences, Clemson University. The research reported in this publication was supported by the Clemson University Support for Early Exploration and Development Grant. For more information, contact Dr. Amerson at
出版信息
Nurs Educ Perspect. 2022;43(5):277-282. doi: 10.1097/01.NEP.0000000000000991. Epub 2022 May 13.
AIM
The aim of this research study was to investigate the perceptions of climate change and sustainability of faculty teaching in associate and baccalaureate degree nursing programs in South Carolina and their attitudes toward inclusion of relevant content into the nursing curriculum.
BACKGROUND
Climate change is a topic that receives limited discussion in most nursing education curricula.
METHOD
This cross-sectional, descriptive study gathered data from 21 schools of nursing via an online survey consisting of demographic questions, the New Ecological Paradigm Scale, and the Sustainability Attitudes in Nursing Survey 2 and two questions regarding the current inclusion of content.
RESULTS
Eighty-one percent of respondents did not include health implications of climate change in their teaching content; 67% did not include health implications of sustainability.
CONCLUSION
Results provide preliminary evidence of gaps and areas of need for curricular content related to climate change and sustainability.
目的
本研究旨在调查南卡罗来纳州副学士和学士学位护理项目教师对气候变化和可持续性的看法，以及他们对将相关内容纳入护理课程的态度。
背景
气候变化是大多数护理教育课程中讨论有限的话题。
方法
这项横断面描述性研究通过在线调查从 21 所护理学校收集数据，调查内容包括人口统计学问题、新生态范式量表、护理中的可持续性态度调查 2 以及关于当前内容纳入情况的两个问题。
结果
81%的受访者在教学内容中没有包括气候变化对健康的影响；67%的人没有包括可持续性对健康的影响。
结论
研究结果初步证明了与气候变化和可持续性相关的课程内容存在差距和需求领域。
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