Building climate resilience: A qualitative exploration of disaster preparedness in nursing education

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-05-29 DOI:10.1016/j.nedt.2025.106791

Animesh Ghimire , Purushottam Ghimire

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引用次数: 0

Abstract

Background

Climate change is exacerbating the frequency and intensity of disasters globally, posing significant threats to human health, particularly in vulnerable countries such as Nepal. As frontline healthcare providers, nurses play a crucial role in disaster preparedness and response. However, current nursing education often lacks adequate training to address the complex health challenges arising from climate-related disasters.

Objective

This study investigated disaster preparedness training within Nepalese nursing education, focusing on strategies for integrating climate-related disaster preparedness into the curriculum to enhance nursing students' disaster response skills.

Design

A qualitative study employing exploratory and descriptive designs was conducted to gather in-depth perspectives from key stakeholders.

Participants

Twelve participants were purposefully recruited from a tertiary nursing institution in Bharatpur, Nepal: six final-year undergraduate nursing students and six nursing faculty members.

Methods

Data were collected through four focus group discussions. Discussions were audio-recorded, transcribed verbatim, and analyzed using a thematic analysis framework.

Results

Findings revealed three key themes: (1) Bridging classroom instruction with community-based clinical placement, (2) Bridging the urban-rural divide for equitable disaster response, and (3) Strengthening disaster resilience through interprofessional and multisectoral collaboration.

Conclusion

This study offers crucial insights for transforming disaster preparedness training in Nepalese nursing education. By emphasizing community-focused clinical placements, sustainable healthcare practices, and interdisciplinary collaboration, this research provides a foundation for cultivating a future nursing workforce equipped to navigate the complex health challenges of climate-induced disasters and effectively champion community resilience.

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建立气候适应能力：护理教育中备灾的定性探索

气候变化正在加剧全球灾害的频率和强度，对人类健康构成重大威胁，特别是在尼泊尔等脆弱国家。作为一线医疗保健提供者，护士在备灾和救灾中发挥着至关重要的作用。然而，目前的护理教育往往缺乏足够的培训来应对气候相关灾害带来的复杂健康挑战。目的本研究调查尼泊尔护理教育中的备灾培训，重点研究将气候相关备灾纳入课程的策略，以提高护理学生的灾害应对技能。设计采用探索性和描述性设计进行定性研究，以收集关键利益相关者的深入观点。研究人员从尼泊尔巴拉特普尔的一所高等护理机构招募了12名参与者：6名护理本科生和6名护理教师。方法通过4次焦点小组讨论收集资料。讨论录音，逐字抄录，并使用专题分析框架进行分析。结果研究结果揭示了三个关键主题：(1)弥合课堂教学与社区临床安置之间的桥梁；(2)弥合城乡差距以实现公平的灾害应对；(3)通过跨专业和多部门合作加强灾害恢复能力。结论本研究为尼泊尔护理教育的防灾培训转型提供了重要的见解。通过强调以社区为中心的临床实习、可持续的医疗实践和跨学科合作，本研究为培养未来的护理人员奠定了基础，使他们能够应对气候引起的灾害带来的复杂健康挑战，并有效地支持社区的恢复能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.