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School of Nursing Climate Commitment: Nursing Faculty Bring Climate to the Classroom

Author

Listed:
  • Shanda Demorest

    (Practice Greenhealth, Reston, VA 20190, USA
    School of Nursing, University of Minnesota Twin Cities Campus, Minneapolis, MN 55455, USA)

  • Cara Cook

    (Alliance of Nurses for Healthy Environments, Mt. Rainier, MD 20712, USA)

  • Elizabeth Schenk

    (Providence Health, Renton, WA 98057, USA
    College of Nursing, Washington State University Health Sciences Campus, Spokane, WA 99202, USA)

  • Lisa Whitfield Harris

    (Jefferson College of Nursing, Thomas Jefferson University Philadelphia Campus, Philadelphia, PA 19107, USA)

  • Andrea Earley

    (Jefferson College of Nursing, Thomas Jefferson University Philadelphia Campus, Philadelphia, PA 19107, USA
    Jersey Shore University Medical Center, Neptune Township, NJ 07753, USA)

Abstract

In 2021, the American Association of Colleges of Nursing (AACN) added “the impact of climate change on environmental and population health” into The Essentials: Core Competencies for Professional Nursing Education. Presently, little guidance exists for nursing faculty new to climate education. The year prior, the Nurses Climate Challenge (NCC)—a campaign to educate 50,000 health professionals about health impacts of climate change—launched the School of Nursing Commitment through a series of focus groups and collaborative content development. With an aim of increasing access to knowledge and tools to support education about the health impacts of climate change, the NCC Commitment partners with nursing schools and provides a community of practice. Partner schools use NCC resources in courses and report the number of students educated. Within three years, 61 nursing schools in 30 states joined the Commitment. Participants included academic health centers, research institutions, multi-state schools, and small private colleges, and programs ranged from AD to PhD. Faculty (1) integrated resources into didactic and clinical settings, such as population or organ-system content, leadership, and policy; and (2) used resources to support assignments. In four years, faculty reported educating over 37,700 students, using NCC resources in 439 educational sessions. The Commitment may be valuable for faculty fulfilling AACN Essentials by bringing climate change to the classroom, community, and bedside. Furthermore, the Commitment may be a replicable model for health professional education and inspiring action on climate change.

Suggested Citation

  • Shanda Demorest & Cara Cook & Elizabeth Schenk & Lisa Whitfield Harris & Andrea Earley, 2024. "School of Nursing Climate Commitment: Nursing Faculty Bring Climate to the Classroom," IJERPH, MDPI, vol. 21(5), pages 1-14, May.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:5:p:589-:d:1388155
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    References listed on IDEAS

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    1. Omar Portela Dos Santos & Pauline Melly & Stéphane Joost & Henk Verloo, 2023. "Climate Change, Environmental Health, and Challenges for Nursing Discipline," IJERPH, MDPI, vol. 20(9), pages 1-12, April.
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