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Nurses' educational needs regarding climate change and health by type of institutions: A descriptive cross-sectional
Min Kyung Park1, Gwang Suk Kim1, Da Woon Jeong2
1Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul, Republic of Korea.
Aims:
To identify and compare nurses' climate-change-related health education needs based on institution type and provide foundational data for developing tailored educational programs.
Background:
Nurses are well-positioned to respond to the health effects of climate change, with roles varying by workplace settings. However, evidence on how their needs for climate-change-related health education differ by institutional context remains limited.
Design:
Descriptive cross-sectional study.
Methods:
An online survey of 499 nurses employed in hospitals, healthcare organisations, government/public institutions, and educational institutions was conducted in South Korea between March and May 2023. Their educational needs were analysed using Borich's Needs Assessment Formula.
Results:
Educational needs varied significantly by institution (F = 2.65, p = .047). Educational institutions reported the highest needs overall (4.53 ± 2.42), particularly regarding climate change mitigation and communication strategies. Hospital nurses emphasised a need for education on organisational-level strategies, while healthcare organisation nurses prioritised education on community-based monitoring and responses. Public institution nurses demonstrated the lowest educational needs and limited awareness of socially vulnerable populations. Additionally, nurses expressed greater intention to perform behaviours that are more climate-friendly than their current practices (all p < .001). Further, their educational needs were focused on immediate climate-change-related risks, while long-term or indirect effects were under-recognized.
Conclusion:
Nurses' climate-change-related health education needs are shaped by their institutional roles and contexts. These findings highlight the necessity for role-specific and context-sensitive education beyond standardised approaches. Moreover, expanding climate-change-related nursing competency requires targeted educational strategies, institutional support, and attention to equity in both content and implementation.
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