Nursing Education for Sustainable Development: A Concept Analysis

Abstract

BackgroundSustainability represents an increasingly vital yet inconsistently implemented topic in nursing education. Formal concept analysis can promote unified conceptualisation to inform sustainability integration in nursing curriculums.ObjectiveAnalyse the concept of ‘nursing education for sustainable development’ using the Walker and Avant framework to clarify meaning and application in nursing programmes.MethodThe literature was systematically searched for attributes, antecedents and consequences used to formulate a concept definition, and compared to existing conceptualisations.ResultsCore concept attributes are interconnectedness of human/ecological health, sustainability‐focused curriculums, competency cultivation and social justice orientations. Antecedents include recognising ecological determinants of health and committed nursing faculty. Consequences encompass the preparation of sustainability‐competent nurses and elevated nursing contributions to sustainable health systems.ConclusionThe concept analysis provides an original synthesised perspective advancing coherence and applicability to guide sustainability education in nursing programmes through a translational framework for competency, curriculum design and content delivery approaches.Reporting MethodWe followed the guidelines outlined in the Walker and Avant framework in the conduct and reporting of this paper.Patient or Public ContributionNo patient and public contribution.