将气候变化教育纳入印尼注册前护理学位：个案研究

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-09-15 DOI:10.1016/j.nedt.2025.106878

Rona Cahyantari Merduaty , Holivia Almira Jacinta , Rendi Saputra , Suryane Sulistiana Susanti , Dessie Wanda , Zerina Lokmic-Tomkins

{"title":"将气候变化教育纳入印尼注册前护理学位：个案研究","authors":"Rona Cahyantari Merduaty , Holivia Almira Jacinta , Rendi Saputra , Suryane Sulistiana Susanti , Dessie Wanda , Zerina Lokmic-Tomkins","doi":"10.1016/j.nedt.2025.106878","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>With increasing awareness that pollution, climate change and biodiversity loss threaten planetary health, nursing educators globally recognise their unique role in preparing the nursing workforce to engage in climate change mitigation and adaptation and build community climate resilience. While several nursing programs in high-income countries have begun integrating climate-related content, practical models from low- and middle-income settings remain scarce. In Indonesia, where no national standards require such content, this gap is particularly pronounced.</div></div><div><h3>Aims</h3><div>To describe the development, implementation and evaluation of a novel elective subject, “Nursing Perspectives on Climate Change”, designed to prepare nursing students to contribute to climate-resilient healthcare through sustainable clinical practices, health education, and community adaptation.</div></div><div><h3>Design</h3><div>A case study using the Design-Based Research framework.</div></div><div><h3>Settings</h3><div>Universitas Indonesia.</div></div><div><h3>Participants</h3><div>Bachelor-level students from nursing and other disciplines.</div></div><div><h3>Methods</h3><div>The elective was developed for Bachelor of Nursing Program at a Faculty of Nursing, Universitas Indonesia using a six-phase design-based approach: Focus, Formulation, Contextualization, Definition, Implementation, and Evaluation. To evaluate student experience and learning outcomes, educators collected data from two cohorts: those enrolled in semester two of the academic year 2023/2024 and semester one of the academic year 2024/2025. Educators gathered data via university-administered learning evaluation surveys (<em>N</em> = 73) and semi-structured interviews (<em>n</em> = 12). Interview data were analysed thematically. Ethical approval was obtained from Universitas Indonesia no. ET207/UN2.F12.D1.2.1/PPM.00.02/2024.</div></div><div><h3>Results</h3><div>Students rated the subject highly across both cohorts, with scores of 5.8/6 during the implementation phase (<em>n</em> = 34, response rate 80 %) and 5.75/6 during the evaluation phase (<em>n</em> = 39, response rate 95 %). Three themes were identified from the interview data: 1) paradigm shift on attitudes to climate change; 2) the value of diverse and participatory teaching methods; 3) recognition of the nurse's role in interdisciplinary climate action.</div></div><div><h3>Conclusion</h3><div>This subject represents one of the first documented, student-informed climate change electives in nursing education in the Asia-Pacific region. It offers a replicable, context-sensitive model for integrating climate competencies into nursing curricula, addressing a critical global implementation gap. The subject equips future nurses with the knowledge and skills to advocate for sustainability, lead climate adaptation in clinical settings, and support climate-resilient healthcare systems.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106878"},"PeriodicalIF":4.2000,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Integrating climate change education in preregistration nursing degree in Indonesia: A case study\",\"authors\":\"Rona Cahyantari Merduaty , Holivia Almira Jacinta , Rendi Saputra , Suryane Sulistiana Susanti , Dessie Wanda , Zerina Lokmic-Tomkins\",\"doi\":\"10.1016/j.nedt.2025.106878\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>With increasing awareness that pollution, climate change and biodiversity loss threaten planetary health, nursing educators globally recognise their unique role in preparing the nursing workforce to engage in climate change mitigation and adaptation and build community climate resilience. While several nursing programs in high-income countries have begun integrating climate-related content, practical models from low- and middle-income settings remain scarce. In Indonesia, where no national standards require such content, this gap is particularly pronounced.</div></div><div><h3>Aims</h3><div>To describe the development, implementation and evaluation of a novel elective subject, “Nursing Perspectives on Climate Change”, designed to prepare nursing students to contribute to climate-resilient healthcare through sustainable clinical practices, health education, and community adaptation.</div></div><div><h3>Design</h3><div>A case study using the Design-Based Research framework.</div></div><div><h3>Settings</h3><div>Universitas Indonesia.</div></div><div><h3>Participants</h3><div>Bachelor-level students from nursing and other disciplines.</div></div><div><h3>Methods</h3><div>The elective was developed for Bachelor of Nursing Program at a Faculty of Nursing, Universitas Indonesia using a six-phase design-based approach: Focus, Formulation, Contextualization, Definition, Implementation, and Evaluation. To evaluate student experience and learning outcomes, educators collected data from two cohorts: those enrolled in semester two of the academic year 2023/2024 and semester one of the academic year 2024/2025. Educators gathered data via university-administered learning evaluation surveys (<em>N</em> = 73) and semi-structured interviews (<em>n</em> = 12). Interview data were analysed thematically. Ethical approval was obtained from Universitas Indonesia no. ET207/UN2.F12.D1.2.1/PPM.00.02/2024.</div></div><div><h3>Results</h3><div>Students rated the subject highly across both cohorts, with scores of 5.8/6 during the implementation phase (<em>n</em> = 34, response rate 80 %) and 5.75/6 during the evaluation phase (<em>n</em> = 39, response rate 95 %). Three themes were identified from the interview data: 1) paradigm shift on attitudes to climate change; 2) the value of diverse and participatory teaching methods; 3) recognition of the nurse's role in interdisciplinary climate action.</div></div><div><h3>Conclusion</h3><div>This subject represents one of the first documented, student-informed climate change electives in nursing education in the Asia-Pacific region. It offers a replicable, context-sensitive model for integrating climate competencies into nursing curricula, addressing a critical global implementation gap. The subject equips future nurses with the knowledge and skills to advocate for sustainability, lead climate adaptation in clinical settings, and support climate-resilient healthcare systems.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"155 \",\"pages\":\"Article 106878\"},\"PeriodicalIF\":4.2000,\"publicationDate\":\"2025-09-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691725003156\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725003156","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

摘要

随着人们越来越认识到污染、气候变化和生物多样性丧失威胁着地球健康，全球护理教育工作者认识到他们在培养护理人员参与减缓和适应气候变化以及建立社区气候适应能力方面的独特作用。虽然高收入国家的一些护理项目已经开始纳入与气候相关的内容，但来自低收入和中等收入国家的实用模式仍然很少。在印尼，没有国家标准要求这些内容，这一差距尤为明显。目的描述一门新的选修科目“气候变化的护理观点”的发展、实施和评估，旨在培养护理学生通过可持续的临床实践、健康教育和社区适应为气候适应型医疗做出贡献。使用基于设计的研究框架的案例研究。SettingsUniversitas印度尼西亚。参与者：护理及其他学科的本科学生。方法本选修课是为印度尼西亚大学护理学院护理学士课程设计的，采用基于设计的六阶段方法：重点、制定、情境化、定义、实施和评估。为了评估学生的体验和学习成果，教育工作者收集了两组数据：2023/2024学年第二学期的学生和2024/2025学年第一学期的学生。教育工作者通过大学管理的学习评估调查（N = 73）和半结构化访谈（N = 12）收集数据。访谈数据按主题进行分析。获得了印度尼西亚大学（Universitas Indonesia）的伦理批准。ET207 / UN2.F12.D1.2.1 / PPM.00.02/2024。结果两组学生对该主题的评价均较高，在实施阶段（n = 34，回复率80%）得分为5.8/6，在评估阶段（n = 39，回复率95%）得分为5.75/6。从访谈数据中确定了三个主题：1)对气候变化态度的范式转变；2)多元化和参与式教学方法的价值；3)承认护士在跨学科气候行动中的作用。结论：本课题是亚太地区护理教育中最早记录的、学生知情的气候变化选修课程之一。它提供了一个可复制的、对环境敏感的模式，将气候能力纳入护理课程，解决了全球实施方面的重大差距。该学科为未来的护士提供知识和技能，以倡导可持续发展，在临床环境中引领气候适应，并支持气候适应型医疗保健系统。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Integrating climate change education in preregistration nursing degree in Indonesia: A case study

Background

With increasing awareness that pollution, climate change and biodiversity loss threaten planetary health, nursing educators globally recognise their unique role in preparing the nursing workforce to engage in climate change mitigation and adaptation and build community climate resilience. While several nursing programs in high-income countries have begun integrating climate-related content, practical models from low- and middle-income settings remain scarce. In Indonesia, where no national standards require such content, this gap is particularly pronounced.

Aims

To describe the development, implementation and evaluation of a novel elective subject, “Nursing Perspectives on Climate Change”, designed to prepare nursing students to contribute to climate-resilient healthcare through sustainable clinical practices, health education, and community adaptation.

Design

A case study using the Design-Based Research framework.

Settings

Universitas Indonesia.

Participants

Bachelor-level students from nursing and other disciplines.

Methods

The elective was developed for Bachelor of Nursing Program at a Faculty of Nursing, Universitas Indonesia using a six-phase design-based approach: Focus, Formulation, Contextualization, Definition, Implementation, and Evaluation. To evaluate student experience and learning outcomes, educators collected data from two cohorts: those enrolled in semester two of the academic year 2023/2024 and semester one of the academic year 2024/2025. Educators gathered data via university-administered learning evaluation surveys (N = 73) and semi-structured interviews (n = 12). Interview data were analysed thematically. Ethical approval was obtained from Universitas Indonesia no. ET207/UN2.F12.D1.2.1/PPM.00.02/2024.

Results

Students rated the subject highly across both cohorts, with scores of 5.8/6 during the implementation phase (n = 34, response rate 80 %) and 5.75/6 during the evaluation phase (n = 39, response rate 95 %). Three themes were identified from the interview data: 1) paradigm shift on attitudes to climate change; 2) the value of diverse and participatory teaching methods; 3) recognition of the nurse's role in interdisciplinary climate action.

Conclusion

This subject represents one of the first documented, student-informed climate change electives in nursing education in the Asia-Pacific region. It offers a replicable, context-sensitive model for integrating climate competencies into nursing curricula, addressing a critical global implementation gap. The subject equips future nurses with the knowledge and skills to advocate for sustainability, lead climate adaptation in clinical settings, and support climate-resilient healthcare systems.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.