Abousoliman Ali D, Ibrahim Ateya Megahed, Abualruz Hasan, Magdi Hussein M, Zaghamir Donia Elsaid Fathi, Alhowimel Ahmed, El-Monshed Ahmed Hashem, El-Gazar Heba E, Zoromba Mohamed A
College of Nursing, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Faculty of Nursing, Kafr Elsheikh University, Kafr Elsheikh, Egypt.
BMC Nurs. 2024 Apr 29;23(1):294. doi: 10.1186/s12912-024-01927-8.
Climate change poses a worldwide challenge with anticipated exacerbation in the future, resulting in irreversible consequences. Nursing students may be vulnerable to experiencing psychological effects associated with climate change.
The current study aimed to investigate the relationship between nursing students' knowledge and attitudes toward climate change and their psychological distress.
This descriptive cross-sectional study recruited 377 nursing students from three universities located in Saudi Arabia, Jordan, and Egypt in the Middle East. Data collection was conducted using scales for assessing nursing students' knowledge and attitudes towards climate change and their psychological distress. Correlations were assessed and multiple regression analysis was conducted to explore the predictors of students' psychological distress.
The current study showed that knowledge regarding climate change significantly and positively correlated to the attitude toward climate change (r = 0.213), then again, the score of psychological distress significantly and negatively correlated to the score of students' knowledge and attitude regarding climate change (r = - 0.182 and - 0.110 respectively). Regression analyses showed that academic achievement had the strongest positive impact on students' psychological distress, while knowledge regarding climate change and attitude toward climate change had negative impacts (β = 0.381, β=-0.205, and β=-0.045 respectively). Moreover, knowledge and attitude regarding climate change were found to be significant predictors of students' psychological distress, collectively accounting for 18.2% of the observed variance.
CONCLUSIONS/IMPLICATION FOR FUTURE PRACTICE: The findings highlight the importance of incorporating climate change into nursing education programs. By enhancing nursing students' knowledge and attitudes towards climate change, there is potential to reduce their psychological distress. This study underscores the need for curriculum reforms that integrate climate change topics, aiming to foster a well-informed and resilient future nursing workforce.
气候变化是一项全球性挑战，预计未来情况会加剧，将导致不可逆转的后果。护理专业学生可能容易受到与气候变化相关的心理影响。
本研究旨在调查护理专业学生对气候变化的知识和态度与其心理困扰之间的关系。
这项描述性横断面研究招募了来自中东沙特阿拉伯、约旦和埃及三所大学的377名护理专业学生。使用评估护理专业学生对气候变化的知识和态度以及他们心理困扰的量表进行数据收集。评估相关性并进行多元回归分析以探索学生心理困扰的预测因素。
本研究表明，关于气候变化的知识与对气候变化的态度呈显著正相关（r = 0.213），此外，心理困扰得分与学生对气候变化的知识和态度得分呈显著负相关（分别为r = -0.182和-0.110）。回归分析表明，学业成绩对学生的心理困扰有最强的正向影响，而关于气候变化的知识和对气候变化的态度有负向影响（β分别为0.381、-0.205和-0.045）。此外，发现关于气候变化的知识和态度是学生心理困扰的显著预测因素，共同解释了观察到的方差的18.2%。
结论/对未来实践的启示：研究结果凸显了将气候变化纳入护理教育项目的重要性。通过增强护理专业学生对气候变化的知识和态度，有可能减轻他们的心理困扰。本研究强调了课程改革的必要性，即整合气候变化主题，旨在培养一支知识渊博且有适应能力的未来护理队伍。
