Álvarez-Nieto Carmen, Álvarez-García Cristina, Parra-Anguita Laura, Sanz-Martos Sebastián, López-Medina Isabel M
Department of Nursing, Faculty of Health Sciences, University of Jaen, Jaen, Spain.
BMC Nurs. 2022 Sep 3;21(1):245. doi: 10.1186/s12912-022-01023-9.
Mainstreaming sustainable healthcare into the curricula of health professions is a key action to raise awareness and change attitudes. Therefore, the present study aimed to assess the contribution of scenario-based learning and augmented reality to the environmental awareness and attitudes toward climate change and sustainability among undergraduate nursing students.
This study was designed as a time-series analysis. Undergraduate nursing students in their 3 years were introduced to sustainability and climate change in the context of healthcare through scenario-based learning sessions. Questionnaires were used to collect data on participants' attitudes towards sustainability and climate change, the usefulness of the educational sessions and the extent to which students changed their clinical practice. A data summary, related sample Friedman and Wilcoxon signed-rank tests were used to test for differences in survey scores.
Attitudes and environmental awareness toward climate change and sustainability increased significantly as students received the learning sessions over the 3 years. After their first clinical training period, students already showed a high awareness of unsustainable practices in their working environment; however, they still struggled to apply sustainability and address unsustainable practices in healthcare settings. Most students felt that the scenarios helped them to make links between climate change, resources, and health.
The scenario-based learning and augmented reality increase environmental awareness and attitudes toward climate change and sustainability among nursing students. Students are very aware of unsustainable practices in their work environment, but more work needs to be done on the application of sustainability principles to nursing practice.
将可持续医疗纳入卫生专业课程是提高认识和改变态度的关键行动。因此，本研究旨在评估基于情景的学习和增强现实对本科护理学生的环境意识以及对气候变化和可持续性的态度的贡献。
本研究设计为时间序列分析。通过基于情景的学习课程，向三年级本科护理学生介绍医疗保健背景下的可持续性和气候变化。使用问卷收集参与者对可持续性和气候变化的态度、教育课程的有用性以及学生改变临床实践程度的数据。采用数据汇总、相关样本弗里德曼检验和威尔科克森符号秩检验来检验调查分数的差异。
随着学生在三年中接受学习课程，他们对气候变化和可持续性的态度及环境意识显著提高。在第一次临床培训期后，学生们已经对工作环境中不可持续的做法有了较高认识；然而，他们在医疗环境中应用可持续性并解决不可持续做法方面仍存在困难。大多数学生认为这些情景帮助他们将气候变化、资源和健康联系起来。
基于情景的学习和增强现实提高了护理学生的环境意识以及对气候变化和可持续性的态度。学生们非常清楚工作环境中的不可持续做法，但在将可持续性原则应用于护理实践方面还需要做更多工作。
