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dc.contributor.authorAronsson, J
dc.contributor.authorNichols, A
dc.contributor.authorWarwick, P
dc.contributor.authorElf, M
dc.date.accessioned2023-11-28T13:19:54Z
dc.date.available2023-11-28T13:19:54Z
dc.date.issued2023-11-14
dc.identifier.issn0309-2402
dc.identifier.issn1365-2648
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/21741
dc.description.abstract

Aim To identify and synthesize research on the awareness, attitudes and action related to sustainability and climate change from the perspective of nursing students and educators globally.

Design Integrative review.

Methods The review was guided by Whittemore and Knafl. Included studies were appraised using the Mixed Methods Appraisal Tool. A deductive content analysis based on Elo and Kyngäs' methodology was employed.

Data Sources CINAHL, MEDLINE, EMBASE, Web of Science, British Education Index, GreenFILE and Scopus were searched up to the 8th November 2022.

Results Thirty-two studies were included in the review. Two studies included nursing educators in their samples, the rest focused solely on students. Findings suggest that whilst some students were aware of sustainability issues and felt that nurses have a responsibility to mitigate climate change, others showed limited awareness and believed that nurses have more important priorities. A global interest was seen among students for increased curricular content related to sustainability and climate change. Waste management and education of others were suggested actions students can take; however, barriers included lack of confidence and limited power.

Conclusion There is a need for sustainability education within nursing curricula, accompanied by student support.

Implications for the Profession The review acts as a starting point to make sustainable healthcare and climate change mitigation integral aspects of nursing.

Impact Sustainability education within nursing curricula can positively impact on sustainable healthcare and climate change mitigation. More research is needed on the perspectives of nursing educators.

Reporting Method The review is reported according to the PRISMA guidelines.

Patient or Public Contribution No Patient or Public Contribution.

dc.format.mediumPrint-Electronic
dc.languageen
dc.publisherWiley
dc.subjectclimate change
dc.subjectenvironment
dc.subjecthigher education
dc.subjectnursing
dc.subjectsustainability
dc.subjectsustainable development goals
dc.titleNursing students' and educators' perspectives on sustainability and climate change: An integrative review
dc.typejournal-article
dc.typeReview
dc.typeEarly Access
plymouth.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/37962107
plymouth.publisher-urlhttp://dx.doi.org/10.1111/jan.15950
plymouth.publication-statusPublished online
plymouth.journalJournal of Advanced Nursing
dc.identifier.doi10.1111/jan.15950
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|Research Groups
plymouth.organisational-group|Plymouth|Faculty of Arts, Humanities and Business
plymouth.organisational-group|Plymouth|Faculty of Health
plymouth.organisational-group|Plymouth|Faculty of Health|School of Nursing and Midwifery
plymouth.organisational-group|Plymouth|Research Groups|Institute of Health and Community
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|Users by role|Post-Graduate Research Students
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA23 Education
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA|UoA23 Education
dc.publisher.placeEngland
dcterms.dateAccepted2023-10-23
dc.date.updated2023-11-28T13:19:49Z
dc.rights.embargodate2023-12-6
dc.identifier.eissn1365-2648
rioxxterms.versionofrecord10.1111/jan.15950


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