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学术界对护理和助产教育气候变化的看法:一项混合方法研究
Seda Güney1, Seda Sarıköse1, Tuba Sengul1
1Koç University, School of Nursing, Istanbul, Türkiye.
Nurse education today
|January 21, 2026
概括
学术界表现出对气候变化的认识,但由于机构障碍,他们很难将其纳入护理课程. 教育工作者越来越关注,这凸显了气候教育的动机和能力之间的差距.
科学领域:
- 环境健康 环境健康
- 护理教育 护理教育
- 适应气候变化 适应气候变化
背景情况:
- 气候变化带来了重大的健康风险,需要更新护理和助产教育的课程.
- 有限的学术意识和整合策略阻碍了这些领域有效的气候变化教育.
研究的目的:
- 评估学术界对气候变化的认识和关注.
- 探索将气候变化内容纳入护理和助产士课程的观点.
主要方法:
- 一个融合的平行混合方法设计,以全球护理框架中的可持续性为指导.
- 对160名教师的定量调查和对12位不同学者的定性访谈.
- 使用描述性统计,相关性和主题分析分析的数据,通过联合显示集成.
主要成果:
- 学术界人士报告了高自我评价的知识,但对气候变化有适度的关注.
- 定性主题揭示了教育整合的挑战,包括内容碎片化和学分限制.
- 在教育工作者的动机和气候变化教育的机构能力之间存在差距.
结论:
- 气候变化教育必须是护理和助产士课程的核心,而不是外围.
- 教师的关注往往超过了机构的支持,这表明了意识与实施之间的差距.
- 加强学分分配,认证标准和资源对于可持续融合至关重要.
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