Environmental Sustainability and Climate Change Content in Canadian Baccalaureate Nursing Programs

Abstract

Background:

This study analyzed publicly available resources related to environmental and climate change material available within the Canadian Bachelor of Nursing Program curricula.

Method:

This thematic review project contained two stages of data collection: (1) a comprehensive team-based review of Internet materials and (2) a digital survey of program faculties.

Results:

Most content reviewed included references to climate change. According to survey responses from program directors (n = 12), barriers to integrating climate change content included lack of institutional support, the perception that content was not important in undergraduate curriculum, a conviction that the material would be more appropriate for public health, and an overall lack of understanding of the topic by course authors.

Conclusion:

With increasing emphasis on the importance of geopolitical health and climate change to many facets of nursing practice, nurse educators require support from colleagues and postsecondary institutions to incorporate this material into undergraduate nursing curricula. [J Nurs Educ. 2024;63(4):212–217.]