Swärdh Emma, Brodin Nina, Palstam Annie, Pettersson Anna
Division of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden.
Division of Physiotherapy, Department of Orthopaedics, Danderyd Hospital, Stockholm, Sweden.
Front Public Health. 2024 Dec 16;12:1509997. doi: 10.3389/fpubh.2024.1509997. eCollection 2024.
Swedish undergraduate physiotherapy education lacks comprehensive integration of sustainable development in curricula. Factors related to educators' perspectives in preparing future physiotherapists for sustainable development and sustainable healthcare may shed light on this shortcoming.
This study aims to describe Swedish physiotherapy educators' (i) consciousness of sustainable development and its inclusion in teaching and learning activities, (ii) ecological worldviews, (iii) attitudes toward sustainability and climate change in physiotherapy, (iv) perceptions of education for sustainable development and sustainable healthcare and (v) examine the relationship between ecological worldview and attitudes toward sustainability and climate change in physiotherapy.
A cross-sectional, descriptive study was performed using a digital survey to collect data from educators within undergraduate physiotherapy education at five higher education institutions in Sweden. Data was collected using the Sustainability Consciousness Questionnaire, the New Ecological Paradigm Scale, the Sustainability Attitudes in Nursing Survey 2, and questions related to knowledge, attitudes, and self-efficacy for education for sustainable development and sustainable healthcare.
Most, but not all, of the 72 educators, (76%) were aware of Agenda 2030 and the sustainable development goals, and 17% included perspectives related to sustainable development in teaching and learning activities. The educators endorsed an eco-centered ecological worldview and had largely positive overall attitudes toward sustainability and climate change within physiotherapy. However, almost one-third (28%) disagreed that issues about climate change should be included in the physiotherapy curriculum. Most agreed about having content knowledge on climate and health (81%), while a smaller part agreed on having pedagogical content knowledge regarding how to inspire or educate for sustainable development (17-28%). There was also a wide variation in perceived self-efficacy in education for sustainable development and sustainable healthcare.
Despite the endorsement of eco-centered ecological worldviews and a rather high consciousness of sustainable development as an overall concept, there remains a disconnect to educational attitudes and actions among Swedish physiotherapy educators. This points to the need to explore the narrative of sustainable development within physiotherapy in Sweden rooted in broader concept understanding, ethics, and reflective practice for sustainable development. A key priority should be to offer new perspectives on professional identity and continuing professional development within sustainable development.
瑞典本科物理治疗教育在课程中缺乏对可持续发展的全面整合。与教育工作者在为未来物理治疗师准备可持续发展和可持续医疗保健方面的观点相关的因素可能有助于揭示这一缺陷。
本研究旨在描述瑞典物理治疗教育工作者的：（i）对可持续发展的认识及其在教学活动中的纳入情况；（ii）生态世界观；（iii）对物理治疗中可持续性和气候变化的态度；（iv）对可持续发展和可持续医疗保健教育的看法；以及（v）研究生态世界观与对物理治疗中可持续性和气候变化态度之间的关系。
采用横断面描述性研究，通过数字调查从瑞典五所高等教育机构的本科物理治疗教育工作者中收集数据。使用可持续发展意识问卷、新生态范式量表、护理调查2中的可持续性态度以及与可持续发展和可持续医疗保健教育的知识、态度和自我效能相关的问题来收集数据。
72名教育工作者中的大多数（76%）了解《2030年议程》和可持续发展目标，17%在教学活动中纳入了与可持续发展相关的观点。教育工作者认可以生态为中心的生态世界观，并且总体上对物理治疗中的可持续性和气候变化持积极态度。然而，近三分之一（28%）的人不同意气候变化问题应纳入物理治疗课程。大多数人同意拥有气候与健康方面的内容知识（81%），而较小比例的人同意拥有关于如何激发或开展可持续发展教育的教学内容知识（17%-28%）。在可持续发展和可持续医疗保健教育方面的自我效能感认知也存在很大差异。
尽管认可以生态为中心的生态世界观，并且对可持续发展作为一个整体概念有较高的认识，但瑞典物理治疗教育工作者在教育态度和行动方面仍存在脱节。这表明有必要在瑞典物理治疗领域探索基于更广泛概念理解、伦理和可持续发展反思性实践的可持续发展叙事。一个关键优先事项应该是在可持续发展范围内提供关于专业身份和持续专业发展的新视角。
