Nursing students' perceptions of renewable energy sources and awareness of reducing ecological footprint: A cross-sectional study

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-08-30 DOI:10.1016/j.nedt.2025.106861

Nurdan Yalçın Atar , İlayda Güneş , Hacer Nur Topal

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引用次数: 0

Abstract

Background

Environmental issues pose significant health threats, requiring both individual actions and societal regulations. As educators and change agents, nurses play key roles in fostering environmental awareness and sustainable practices. Therefore, it is essential for nursing students to understand these issues and be equipped to address them.

Objectives

This study aimed to examine nursing students' perceptions of renewable energy and their awareness of reducing ecological footprints.

Design

A descriptive cross-sectional study was conducted.

Participants

The population of the study consisted of a total of 500 students studying in the nursing faculty of a state university, 400 students were included in study.

Methods

Data were collected during the 2022–2023 academic year using a self-administered questionnaire including a sociodemographic information form, the Awareness Scale for Reducing Ecological Footprint, and the Renewable Energy Perception Scale.

Results

Nursing students demonstrated overall favorable perceptions of renewable energy (mean: 93.81 ± 14.21; range: 25–115) and awareness of ecological footprint reduction (mean: 118.7 ± 21.78; range: 30–150). Significant differences were observed in perceptions of renewable energy sources based on gender, year of study, place of residence, and whether students had taken an environmental course (p < 0.05). However, ecological footprint reduction awareness only differed significantly by year of study (p < 0.05). A strong positive correlation was identified between scores on the Awareness Scale for Reducing Ecological Footprint and the Renewable Energy Perception Scale (p < 0.01, r = 0.523).

Conclusion

The study indicates that nursing students possess moderate to high levels of awareness regarding ecological footprint reduction and favorable perceptions of renewable energy. Increasing ecological footprint reduction awareness may enhance perceptions of renewable energy use, highlighting the importance of incorporating environmental education into nursing curricula to equip future nurses with the knowledge and responsibility to promote sustainability.

查看原文本刊更多论文

护生对可再生能源的认知与减少生态足迹的意识：一项横断面研究

环境问题对健康构成重大威胁，需要个人行动和社会监管。作为教育者和变革推动者，护士在培养环境意识和可持续实践方面发挥着关键作用。因此，对护理专业的学生来说，了解这些问题并准备好解决它们是至关重要的。目的了解护生对可再生能源的认知及减少生态足迹的意识。设计进行描述性横断面研究。研究对象为某州立大学护理系学生500名，其中400名为研究对象。方法采用自填问卷（包括社会人口统计信息表、减少生态足迹意识量表和可再生能源感知量表）在2022-2023学年收集数据。结果护生对可再生能源的总体认知（平均值：93.81±14.21，范围：25 ~ 115）和对减少生态足迹的认知（平均值：118.7±21.78，范围：30 ~ 150）总体表现良好。性别、学习年份、居住地点和学生是否参加过环境课程对可再生能源的认知存在显著差异（p < 0.05）。然而，生态足迹减少意识仅在研究年份之间存在显著差异（p < 0.05）。“减少生态足迹意识量表”得分与“可再生能源感知量表”得分呈显著正相关（p < 0.01, r = 0.523）。结论护生对减少生态足迹和可再生能源有中高水平的认知。增加减少生态足迹的意识可以增强对可再生能源使用的认识，强调将环境教育纳入护理课程的重要性，以使未来的护士具备促进可持续性的知识和责任。

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.