Roberge Martin, Diallo Thierno, Bérubé Anouk, Audate Pierre-Paul, Leblanc Nancy
Faculté des Sciences Infirmières, Université Laval, Quebec, QC, Canada.
Université Laval, Quebec, QC, Canada.
Can J Nurs Res. 2025 Sep;57(3):406-428. doi: 10.1177/08445621251341646. Epub 2025 Jun 18.
Background and PurposeThe consequences of climate change on individuals' and communities' health are numerous. Nurses are among the healthcare professionals most confronted with the climate crisis, and have great potential to limit its impact on vulnerable populations. However, our knowledge of educational options for preparing nurses to address climate change remains limited. The aim of this scoping review was to examine how climate change is integrated into the academic curricula or continuing education of nurses.Methods and ProceduresArksey and O'Malley's (2005) framework was used to conduct this scoping review. Documentary search strategies were developed and tested in four databases, and a search of the grey literature was carried out. A two-stage selection process was implemented. Data from 16 scientific articles were extracted and 11 grey literature references were included in the analyses. A narrative summary allowed to synthesize the findings.ResultsAcademic and healthcare organizations are increasingly implementing innovative and participatory educational initiatives to raise nurses' awareness of climate change's health impacts and encourage students and nurses to act in their daily lives and clinical practice. Challenges include a dense curriculum, the absence of a climate competency framework, and theoretical content being presented in an unstimulating manner.ConclusionsThe use of innovative, interactive teaching methods, reference to a theoretical model centered on planetary health, and climate change content distributed throughout the curriculum are some ways to stimulate students' interest in climate issues. Collaborative efforts involving academia and organizations are needed to foster nurses' awareness and encourage a variety of climate-oriented actions with planetary reach.
背景与目的
气候变化对个人和社区健康的影响众多。护士是最直面气候危机的医疗保健专业人员之一，在限制其对弱势群体的影响方面具有巨大潜力。然而，我们对于培养护士应对气候变化的教育选择的了解仍然有限。本范围综述的目的是研究气候变化如何融入护士的学术课程或继续教育中。
方法与步骤
采用阿克西和奥马利（2005年）的框架进行本范围综述。制定了文献检索策略并在四个数据库中进行测试，同时对灰色文献进行了检索。实施了两阶段筛选过程。提取了16篇科学文章的数据，并将11篇灰色文献参考文献纳入分析。通过叙述性总结对研究结果进行了综合。
结果
学术和医疗保健组织越来越多地实施创新和参与性教育举措，以提高护士对气候变化对健康影响的认识，并鼓励学生和护士在日常生活和临床实践中采取行动。挑战包括课程密集、缺乏气候能力框架以及理论内容呈现方式缺乏吸引力。
结论
使用创新的互动教学方法、参考以行星健康为中心的理论模型以及将气候变化内容分散在整个课程中，是激发学生对气候问题兴趣的一些方法。需要学术界和组织的共同努力，以提高护士的认识，并鼓励采取各种具有全球影响力的气候行动。
