Sustainable healthcare education: integrating planetary health into clinical education

Walpole, Sarah; Barna, Stefi; Richardson, Janet; Rother, Hanna-Andrea

doi:10.1016/s2542-5196(18)30246-8

Cited by 84 publications

(75 citation statements)

References 8 publications

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“…There has been limited attention to the knowledge and competencies nurses will need in order to respond to global sustainability challenges;; traditionally within higher education there has been an absence of climate change and sustainability topics in nursing (Goodman and Richardson, 2010;; Goodman, 2011). However indications are that this is a growing area in healthcare professions (Schwerdtle et al, 2019;; Walpole et al, 2019). Furthermore, some important insights can be gained from the wealth of global research into the more general field of Higher Education for Sustainable Development.…”

Section: Minding the Gap: Sustainability Competency Development In Numentioning

confidence: 99%

“…For example the work with 3D design students at the University of Plymouth, as part of their sustainable materials module has been recognised by a green gown award in 2014 (http://youtu.be/zIFT2Dbg08o).Other areas are seeing the relevance of this approach for example working with business students on resource management and supply chain challenges of climate change(Mukonoweshuro;. These teaching materials are relevant for learning objectives for sustainability education that could be shared across health disciplines Walpole et al (2019),. for example, outline sustainable healthcare learning outcomes that, although developed in medicine, are applicable across all healthcare professionals and health systems.…”

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confidence: 99%

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A cohort study of sustainability education in nursing

Richardson

Clarke

Grose

et al. 2019

IJSHE

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PurposeThe purpose of this study was to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in healthcare practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change;; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability, however climate change and health are given little attention in nursing and healthcare curricula. Design A cohort of nursing and midwifery students were introduced to sustainability and climate change in the context of healthcare through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant's attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed. FindingsSignificant differences were found between scores in year 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparisons of years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice, and challenge unsustainable practices in the work environment. ImplicationsFurther research is required to explore sustainability practice in postgraduate nurses / midwives. However this study supports the need for sustainability education to be embedded within healthcare professional degrees through applied and participatory pedagogical approaches. Originality / valueAs far as we are ware this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

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Section: Minding the Gap: Sustainability Competency Development In Numentioning

confidence: 99%

mentioning

confidence: 99%

A cohort study of sustainability education in nursing

Richardson

Clarke

Grose

et al. 2019

IJSHE

Self Cite

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“…Building on insights across these working groups, EDGE undertook a preliminary scan of needs, challenges, and assets in relation to EDoH in the context of public health education in Canada (EDGE 2018). This scan provides an overview of the emerging state of the field, recognizing the connections with converging and inter-related developments relevant to public health, including but not limited to ecological public health (Rayner and Lang The EDGE report offers an initial appraisal of key educational resources and emerging initiatives (including a matrix of options for integrating EDoH into education strategies: EDGE 2015, Table 1) and highlights overlaps with other timely critiques of the need for the redesign of public health education and practice to respond to contemporary challenges (see Poland et al 2019;Walpole et al 2019;Yassi et al 2017).…”

Section: Introductionmentioning

confidence: 99%

“…First, we recognize that integrative approaches to health that address both social and ecological determinants of health are not new. There are a range of ongoing efforts to connect equity, ecosystems, and public health that can be and have been applied in practical, clinical, and policy contexts (see, for example, Buse et al 2018;O'Connell 2017;Parkes et al 2017;Poland and Dooris 2010;Walpole et al 2019;Webb et al 2010;Yassi et al 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Fifth, we recognize that educational reform, while necessary for proactive change, is not sufficient in and of itself. The systemic drivers of ecosystem degradation and social inequity are deeply entrenched and not easily amenable to change through the application of 'enlightened' information alone: the deficit model of educational reform and change-making has underperformed relative to current demands (Parkes et al 2017;Walpole et al 2019;Yassi et al 2017). While EDGE and this commentary have focused on the education implications of embracing eco-social approaches to the EDoH, these need to be seen as synergistic with the urgent need for a fulsome whole-of-society retooling of the systems and power structures that continue to perpetuate both ecological and social degradation (Poland et al 2011;Ratima et al 2019;Whitmee et al 2015).…”

Section: Introductionmentioning

confidence: 99%

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Preparing for the future of public health: ecological determinants of health and the call for an eco-social approach to public health education

Parkes

Poland

Allison

et al. 2019

Can J Public Health

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As a collective organized to address the education implications of calls for public health engagement on the ecological determinants of health, we, the Ecological Determinants Group on Education (cpha.ca/EDGE), urge the health community to properly understand and address the importance of the ecological determinants of the public's health, consistent with long-standing calls from many quarters-including Indigenous communities-and as part of an eco-social approach to public health education, research and practice. Educational approaches will determine how well we will be equipped to understand and respond to the rapid changes occurring for the living systems on which all life-including human life-depends. We revisit findings from the Canadian Public Health Association's discussion paper on 'Global Change and Public Health: Addressing the Ecological Determinants of Health', and argue that an intentionally eco-social approach to education is needed to better support the health sector's role in protecting and promoting health, preventing disease and injury, and reducing health inequities. We call for a proactive approach, ensuring that the ecological determinants of health become integral to public health education, practice, policy, and research, as a key part of wider societal shifts required to foster a healthy, just, and ecologically sustainable future.

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Rapid review: Guides and frameworks to inform planetary health education for health professions

MacKenzie‐Shalders,

Zadow,

Hensley‐Hackett

et al. 2023

Health Prom J of Aust

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Issue AddressedHuman actions have led to a range of global environmental changes. Health professionals must be prepared to deliver systemic changes to mitigate and adapt to the ecological crisis. This rapid review aimed to describe exemplar frameworks that inform planetary health education across health professions.MethodsThe rapid review methodology was informed by a scoping review process. A targeted search strategy was conducted using one representative database and additional strategies such as expert consultation and citation searching were used. Results are described narratively.ResultsOf the 11 637 articles, 17 were eligible for inclusion. The frameworks differed, with many recently developed for health professions broadly using a range of methodologies, including qualitative research, opinion/consensus data, literature reviews, and adaptation of previous models. Models such as metric‐based scoring indicators and Sustainable Quality Improvement were featured in the frameworks, as were the application of First Nations Natural Laws.ConclusionThis rapid review identifies and showcases accessible, interdisciplinary frameworks to inform the integration of planetary health in curricula, highlighting a rapidly evolving field through which interdisciplinary collaborations in healthcare are important to inform its pedagogy and application. Health education is an important component of health promotion; and thus this rapid review offers a range of approaches that health professionals, health promotion practitioners, and educators can use to inform the integration of planetary health, including sustainable healthcare, into curricula.So What?Educational frameworks are informed by research and practice and provide key guidance to practitioners and educators; summarising key available planetary health education frameworks consolidates and guides effective education and builds on the existing body of knowledge to support urgent pro‐environmental change.

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Sustainable healthcare education: integrating planetary health into clinical education

Cited by 84 publications

References 8 publications

A cohort study of sustainability education in nursing

A cohort study of sustainability education in nursing

Preparing for the future of public health: ecological determinants of health and the call for an eco-social approach to public health education

Rapid review: Guides and frameworks to inform planetary health education for health professions

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