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Developing Curriculum Recommendations for Environmental Health in Nursing
Abstract
In 2010, the American Nurses Association (ANA) added an environmental health standard to the ANA Scope and Standards of Practice requiring that nurses implement environmental health strategies in nursing practice. To prepare nurse educators to integrate environmental health at all educational levels, nursing faculty members from the Alliance of Nurses for Healthy Environments developed environmental health competencies and curricular recommendations that address this need. Internet URLs are included for environmental health curricula for each level of nursing education.
... Environmental education becomes an important nurse's working instrument in the contemporary socioenvironmental problems and their impact on public health (3,4) . Thus, there are increasing demands for nurse training with specific skills aimed at education, coping and risk management in environmental health (5) . ...
... The current problems of the reality experienced by students can be used as elements constituting innovative teaching strategies, optimizing the teaching-learning process on environmental health in nurse training (5) . ...
... It appeared that the understanding of the socio-political organization of individuals and population groups by the students, and how they face the socioenvironmental complex situations in the territories, are premises for the discussion of values and the ethical and social commitment of nurses related to health promotion and sustainability of life (5) . ...
Aim: To evaluate the use of educational technology, the "Health-Environment Integrated Panel" with nursing graduates. Method: This is a descriptive, evaluative research, of a qualitative approach, conducted through a questionnaire with 18 nursing students of Rio das Ostras campus, of the Federal Fluminense University in May 2015. The data received analytical treatment that included exploration, organization and interpretive synthesis. Results: The results show the usability of technology and good ability to generate reflection, interaction and motivation for learning about the dynamics of the health-disease process resulting from socioenvironmental changes in the territory, and the ethical and political attitudes of nurses front these issues. Discussion: With the use of educational technology in this scenario, it was possible to implement a creative and stimulating practice of teaching, which involved action-reflection on various aspects of observed reality, favoring significant learning on the health-environment relationship in the training space of nurses. Conclusion: We suggest adjustments and validation of the aforementioned technology.
... Although nursing organizations have addressed the importance of education and advocacy, many nursing students are not adequately prepared regarding the health impacts of climate change and nursing profession response (Barna et al., 2012). Additionally, many practicing nurses are not formally educated in climate-related health and care delivery (Leffers, McDermott-Levy, Smith,(2015) & kumar, singh, 2009). ...
The purpose of this research is to determine how access to information can be facilitated for undergraduate students of Madonna University. The global change in the roles of libraries and in the ways students access information in this modern era, in the COVID 19 pandemic has ushered in the need for regular review of students access to information. A case study research design was adopted for the study and out of a population of 1537 students in the faculty of social sciences, 200 were selected through stratified random sampling to participate in the study. Questionnaire was the instrument for data collection. Data was analyzed using simple percentages, frequency and tables. The findings revealed that most of the undergraduate students visit the library occasionally, the appropriateness of the academic library resources available were ascertained, majority prefer using the library for assignment, examination and research purposes. Constraints in the use of academic library for academic and relevant purposes were; poor power supply, inadequate reference sources, inadequate reading space among others. It was recommended that a standard main library, equipped with necessary physical facilities and adequate reading space be made available. It was also recommended that the university management should as a matter of priority, provide alternative power supply to the library and enhance the reference sources and funds.
... Increasingly, accreditation bodies require integration of sustainability into health professions education. Examples include the UK General Medical Council's (GMC) requirement for new graduates to be able to apply the principles of sustainable healthcare to clinical practice (GMC 2018), the proposed amendments to the Australian Medical Council graduate outcome statements (Madden et al. 2018) and the American Nurses Association's Scope and Standards of Practice requirement that nurses implement environmental health strategies in nursing practice (Leffers et al. 2015). ...
There is an urgent need for health professionals to address the impacts of accelerating global environmental change. Healthcare faculty therefore have to educate the rising generation of health professionals in subjects unfamiliar to themselves, such as planetary health and sustainable healthcare. This creates a new paradigm where faculty have to learn a new subject area and incorporate and teach it within their own material. It is important to develop faculty knowledge and confidence to integrate education for sustainable healthcare into their educational practice, as faculty can rapidly acquire and build on these skills. Partnership between students and faculty can enhance this faculty development as students bring fresh ideas and possibly greater knowledge of the climate and ecological crisis. Under supervision, they can co-create the necessary new learning. Students can also act as partners in advocating for social and environmental fairness and systemic change toward a sustainable healthcare system. We summarize the impact of various activities of health professions students around the world which advocate for institutional change and enhance faculty development in education for sustainable healthcare. Through diverse case studies from different countries, we illustrate faculty development in education for sustainable healthcare, highlighting student involvement which has enhanced educators' learning.
... Although we do not offer much in the ways of practical applications with this work, it is important to note that practical 'how to' papers do exist, as well as accounts of what nurses are already doing to develop climate change adaptation and mitigation strategies within the profession. Whether it is through nursing practice (Kurth, 2017;Leffers & Butterfield, 2018;, nursing education (Álvarez-Nieto et al., 2018;Jackman-Murphy, 2015;Leffers et al., 2015;Neal-Boylan, Breakey, & Nicholas, 2019) or nursing research (Griggs, Fernandez, & Callanan, 2017;Jackson Allen, 2015;Schenk, 2019;Trombley, Chalupka, & Anderko, 2017), nursing has a role to play in reducing the negative health consequences of climate change. ...
This paper offers a theoretical discussion on why the nursing profession has had a delayed response to the issue of climate change. We suggest this delay may have been influenced by the early days of nursing's professionalization. Specifically, we examine nursing's professional mandate, the generally accepted metaparadigm, and the grand theorists’ conceptualizations of both the environment and the nurse–environment relationship. We conclude that these works may have encouraged nurses to conceptualize the environment, as well as their relationship with it, mainly in terms of the individual patient, and as such, nurses have not been encouraged to understand these concepts from a broader perspective. By not having the philosophical and theoretical foundations to understand the environment in relation to society, it is not surprising that nurses have had a delayed response to climate change and may not have viewed it as a professional concern. A planetary health perspective is suggested as a theoretical basis for nursing education, research and practice. Taking on a planetary health perspective could help nurses progress the profession and move healthcare systems towards supporting a climate‐resilient future.
... 19 Integration of the health impacts of climate change into nursing curricula can be accomplished without detraction of the current educational framework. Examples of integrating environmental health 20 and substance abuse 21 across the nursing curriculum have been offered previously. Rather than adding topical areas to nursing course content, we recommend strategies to include climate health information without repetitive material or making curricular changes. ...
Climate change is a significant threat to human health across the life cycle. Nurses play an important role in mitigation, adaptation, and resilience to climate change. The use of health care resources, air quality and extreme heat, mental health, and natural disasters are major content areas across undergraduate nursing curricula that influence or are influenced by climate change. Teaching strategies and resources are offered to prepare nursing students to address climate change and human health.
... Nurse leaders currently engaged in climate and healthrelated issues urge nurses to address climate impacts in education and practice curricula (Anderko, Chalupka, & Afzal, 2012;Barna et al., 2012;Richardson, Grose, Doman, & Kelsey, 2014;Richardson, Grose, Jackson, et al., 2014). Nursing education has a model for the development of competencies and specific curriculum insertion points for integrating environmental health content into pre-professional and graduate education (Leffers et al., 2015) that could be applied to educational design for climate change curricula. Despite arguments that nursing curricula and professional development offerings are too content burdened, nursing educators should move forward to develop competencies and integrated curriculum recommendations. ...
Purpose:
The adverse health effects from climate change demand action from the nursing profession. This article examines the calls to action, the status of climate change in nursing education, and challenges and recommendations for nursing education related to climate change and human health.
Organizing construct:
Discussion paper.
Findings:
The integration of climate change into nursing education is essential so that knowledge, skills, and insights critical for clinical practice in our climate-changing world are incorporated in curricula, practice, research, and policy. Our Ecological Planetary Health Model offers a framework for nursing to integrate relevant climate change education into nursing curricula and professional nursing education. Nursing education can offer a leadership role to address the mitigation, adaptation, and resilience strategies for climate change.
Conclusions:
An ecological framework is valuable for nursing education regarding climate change through its consideration of political, cultural, economic, and environmental interrelationships on human health and the health of the planet. Knowledge of climate change is important for integration into basic and advanced nursing education, as well as professional education for nurses to address adverse health impacts, climate change responses policy, and advocacy roles.
Clinical relevance:
For current and future nurses to provide care within a climate-changing environment, nursing education has a mandate to integrate knowledge about climate change issues across all levels of nursing education. Competence in nursing practice follows from knowledge and skill acquisition gained from integration of climate change content into nursing education.
... Environmental health concepts are rarely taught in nursing curricula (Leffers et al., 2015); thus nurses in clinical care are often unprepared to address environmental risk reduction, particularly in prenatal care settings. Assessment of environmental risks during pregnancy should be a standard part of prenatal care. ...
Objective:
To examine the relationship between formaldehyde exposure and fetal growth in the second trimester and the potential mediating role of oxidative stress in this relationship.
Design:
A cross-sectional study was conducted.
Setting:
The participants were recruited from one university-related clinic and two private obstetrics and gynecology offices in the Southeastern United States.
Participants:
A convenience sample of 140 healthy pregnant women in the second trimester of pregnancy was enrolled from November 2013 through June 2014.
Methods:
Formaldehyde exposure was measured via vapor monitors worn by the participants for 24 hours. One-time urine samples were collected during a routine prenatal visit to measure the level of 15-isoprostane F2t and cotinine as biomarkers of oxidative stress and tobacco smoking, respectively. Urine creatinine was measured to standardize the cotinine and 15-isoprostane F2t levels.
Results:
Eighty-eight participants (63%) returned their formaldehyde monitors. The linear regression model showed that the Agency for Toxic Substances and Disease Registry-dichotomized level of formaldehyde exposure (<0.03 and >0.03 ppm) was a significant predictor of biparietal diameter percentile after controlling for maternal race (p < .006). The relationship between 15-isoprostane F2t and fetal growth was nonsignificant, and the mediating role of oxidative stress in the relationship between formaldehyde exposure and biparietal diameter was not confirmed.
Conclusion:
A relationship was found between formaldehyde exposure and biparietal diameter in the second trimester. Although further research is necessary to confirm the results of this study, nurses may consider advising pregnant women to limit their exposure to FA during pregnancy.
The metaparadigm of nursing, global health, and climate change this essay provides a theoretical analysis of the reasons behind the nursing profession's tardiness in addressing the climate change issue. We propose that the early stages of the professionalization of nursing may have had an impact on this delay. We specifically look at the metaparadigm that is widely accepted, the professional mandate for nurses, and the grand theorists' conceptions of the environment and the nurse-environment interaction. We come to the conclusion that these works may have influenced nurses to understand the environment and their relationship with it primarily in terms of the specific patient, which has prevented nurses from being pushed to understand these notions from a wider angle. It is not unexpected that nurses have been slow to respond to climate change and may not have considered it a professional concern because they lack the philosophical and theoretical underpinnings necessary to comprehend the environment in connection to society. Theoretically, nursing education, research, and practice might be grounded in a planetary health viewpoint. By adopting a planetary health viewpoint, nurses may advance their field and help healthcare systems support a future that is climate resilient.
With continuing advancements in the availability of geospatial data, analytical tools, and computational capacity of multidisciplinary and multiscale data, geospatial technology as a whole has become enormously powerful and functional. Complex concepts like human well-being and health require robust analytical capability, which modern-day geospatial tools can provide. While human well-being and health can be defined only conceptually, both medicine and technology are rather very practical hands-on matters. Unless both of these worlds are meaningfully bridged together, full mutual benefits are not reachable. Over the last 30 years or so, there have been tremendous advancements in the area of geospatial health; however, somehow, two aspects have not received as much attention as they should have received. These are (a) limitations of different spatial analytical tools and (b) progress in making Geospatial Individual Environmental Exposure (GIEE) available for advanced health research and also for clinical practice in a usable format. Most of the chapters in this book volume address the first issue. This chapter focuses on discussing how geospatial technology can contribute to (a) emerging health science research, and (b) the clinical practice of medicine. This chapter also provides background information on relevant concepts, terminologies, technologies, and organizations, which are often unfamiliar to the emerging geospatial health professionals. Hopefully, this chapter will provide a comprehensive idea irrespective of the geospatial specialty of the readers.
Hospitals are institutions that operate permanently, requiring the consumption of resources and inputs, which permanently generate waste, atmospheric emissions and discharges that will generate major impacts on society and ecosystems. Health personnel is a fundamental actor to mitigate these impacts from the actions in each of the health care services. For this reason, we intend to design a training program in environmental sustainability focused on education for the development of business practices and sustainable communities for the health personnel of the 199 health institutions linked to the Global Network of Green and Healthy Hospitals (Global Network) in Colombia. For its development, a research process was carried out in three phases: the first phase identified the linkage of environmental issues in the training programs of health sciences and the advances in the environmental management of the hospitals linked to the Global Network. For the second phase, a rigorous review of the scope of the scientific literature was carried out, which was analyzed together with the results of the interviews conducted with those responsible for environmental management linked to the Global Network in hospitals in Nariño, Valle del Cauca, Cundinamarca and Bogotá D.C. as evidence-based knowledge for the design of the training program. In the third phase, the business environment was assessed for the design of the business and environmental management system of the Growing Up Foundation organization for the execution of the training program, evaluating its financial feasibility for its development. Among the results, there is evidence of the lack of training of sanitary personnel in environmental issues, and there are important commitments to waste management, chemical substances and leadership. On the other hand, the literature reports the weakness of health professionals who have the tools to contribute to mitigate environmental impacts. A training program with five (5) training levels is proposed. For the third phase, a business and environmental management system is designed for the Growing Up Foundation organization, having the possibility of its execution since the proposal presents operational and financial feasibility.
Background
The health-care community has a responsibility to address the environmental impact of delivering health-care services. Educational programmes present ideal fora to confer ‘environmental competencies’ to future health system leaders, managers, practitioners and researchers. The aim of this review is to synthesise the literature on health-care competencies, education and training of relevance to issues of environmental sustainability and climate change in the health sector.
Methods
We conducted a systematic review of English language articles on environmental competencies in healthcare in the MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL) and ProQuest databases published from inception to April 2019. Thematic analysis and descriptive statistics were used to synthesise the findings and develop a typology of environmental competencies.
Results
Of the 902 unique citations, we identified 23 articles that met our inclusion criteria. Environmental competencies that align with general management skills were most frequent (40%), followed by research skills (37%). Three competencies specific to the environment (22%) were identified: resource stewardship ( n = 16), systems thinking ( n = 14) and social and environmental justice ( n = 7). The majority of work was identified in nursing, medicine and public health. Competencies were most commonly embedded in existing curricula or offered as new courses or workshops.
Conclusion
Incorporating environmental competencies into education programmes will serve to raise awareness of, and advance the significance of, the health sector’s impact on climate change and environmental sustainability. Our findings that environmental competencies align with previously validated health-care competencies support the perspective that these competencies represent essential knowledge and skills for the health-care workforce.
Graduating nurses are required to know how to support patient spiritual well-being, yet there is scant literature about how spiritual care is taught in undergraduate programs. Typically spiritual content only is sporadically included; the authors recommend intergrating spiritual can thoughout the nursing curriculum. This article describes how one Christian nursing school integrates spiritual care content, supports student spiritual well-being throughout the program, and evaluates spiritual care instruction at graduation.
To report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework.
Advances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely.
A structured, iterative, primarily qualitative approach, based on a nominal group technique.
A meeting convened in 2010 involved stakeholders in UK nursing education, practice and management, including patient representatives (n = 30). A consensus approach was used to solicit participants' views on the individual/family needs identified from real-life stories of people affected by genetic conditions and the nurses' knowledge, skills and attitudes needed to meet those needs. Five groups considered the stories in iterative rounds, reviewing comments from previous groups. Omissions and deficiencies were identified by mapping resulting themes to the original framework. Anonymous voting captured views. Educators at a second meeting developed learning outcomes for the final framework.
Deficiencies in relation to Advocacy, Information management and Ongoing care were identified. All competencies of the original framework were revised, adding an eighth competency to make explicit the need for ongoing care of the individual/family.
Modifications to the framework reflect individual/family needs and are relevant to the nursing role. The approach promoted engagement in a complex issue and provides a framework to guide nurse education in genetics/genomics; however, nursing leadership is crucial to successful implementation.
Moran Ryan describes how fatherless boa litters extend the realm of parthenogenic vertebrates. Parthenogenesis is the production of offspring without fertilization by a male. It seems a plausible enough lifestyle choice for the tiny and squiggly such as rotifers, aphids and nematode worms. The idea takes a bit more getting used to for larger animals such as some lizards and a few birds, but anyone who studies biology learns to be unsurprised by the exotic tendrils that form in evolutionary. The unusual litter came to his attention through a network of boa enthusiasts, one of whom had a female with two litters exhibiting anomalous recessive coloration. Using DNA fingerprinting, Warren Booth of North Carolina State University demonstrated with an infinitesimal margin of error that the offspring were, allele by allele, including that rare color trait, genetic matches of the mother.
Over a decade has passed since the Institute of Medicine's reports on the need to improve the American healthcare system, and yet only slight improvement in quality and safety has been reported. The Quality and Safety Education for Nurses (QSEN) initiative was developed to integrate quality and safety competencies into nursing education. The current challenge is for nurses to move beyond the application of QSEN competencies to individual patients and families and incorporate systems thinking in quality and safety education and healthcare delivery. This article provides a history of QSEN and proposes a framework in which systems thinking is a critical aspect in the application of the QSEN competencies. We provide examples of how using this framework expands nursing focus from individual care to care of the system and propose ways to teach and measure systems thinking. The conclusion calls for movement from personal effort and individual care to a focus on care of the system that will accelerate improvement of healthcare quality and safety.© 2013 OJIN: The Online Journal of Issues in Nursing Article published.
Reports indicating problems with quality and safety in our healthcare institutions have led to a change in how the science of safety and delivery of high-quality patient care is taught. Changing how students are educated requires nurse educators to be innovative in bridging the gap between education and practice. This article describes replicable, innovative strategies to equip faculty to lead a change in nursing curricula using Kotter's 8 steps of change.
Although environmental health has been central to nursing practice since the work of Florence Nightingale, the inclusion of environmental health concepts into nursing education has, for the most part, been confined to public health and occupational health nursing. The 1995 Institute of Medicine report, Nursing, Health, and the Environment, clearly stated that environmental health was an important aspect of nursing practice, but nurses were not adequately educated to address such in their practice.
This article highlights the initiatives by nurse educators, faculty development programs, federal agencies, nonprofit organizations, and private foundations to educate and engage nurses in environmental health since 1995, with a focus on the Alliance of Nurses for Healthy Environments. The historical summary was developed using professional literature, documents, personal interviews, and survey data.
Nurses responded to the mandates of the 1995 Institute of Medicine report, Nursing, Health, and the Environment, in formal educational programs, through continuing education for nurses, workshops, symposia, and regional faculty development trainings. Since the formation of the Alliance of Nurses for Healthy Environments, collaborative efforts led to the development of competencies, nursing outreach to organizations such as the American Nursing Association, the National Council of State Boards of Nursing, and the American Association of Colleges of Nursing to advance practice standards, academic curriculum, and the development of an electronic textbook.
The environmental health nursing agenda moved forward since the publication of the 1995 IOM report; however, the development of the Alliance of Nurses for Healthy Environments accelerated the educational accomplishments through organizational collaboration.
The 3Ds (diversity, disparities, and determinants) that serve as a framework for this supplement are concepts that are key foundations of nursing education, practice, and research. Despite this fact, however, the nursing profession has faced challenges recognizing the full potential of these concepts. While their importance is documented and acknowledged, they are not clearly evident or easily recognized within the nursing profession. In fact, there are many barriers to the integration of these concepts. We identify and address two barriers to addressing health disparities and increasing diversity: disconnects and discrimination. Furthermore, we discuss three factors-dissemination, durability, and data-that may facilitate nursing's efforts to integrate the 3Ds into the profession. Five pivotal models that address these barriers and facilitators are presented as exemplars that have the potential to guide efforts to address diversity, disparities, and social determinants of health and act as catalysts for change within the nursing profession.
Faculty members across the country are faced with integrating gerontological content and competencies across advanced practice registered nurse (APRN) programs that focus on the adult-gerontology population. The purpose of this initiative was to effectively and efficiently integrate gerontological content into the adult management courses for several APRN programs in acute and primary care at one university's college of nursing.
Current literature, resources for integrating adult-gerontology content, course evaluations, and end of program surveys were used in this project.
This curricular update effectively utilized resources and engaged faculty across programs to infuse gerontological content into the adult management courses. Students from multiple programs sharing these courses benefited from gerontological lecturers, content, and learning activities. The content gaps were integrated into existing courses rather than developing a new course. Current outcome data reflect this was an effective curricular change.
In conjunction with meeting national requirements for integrating adult-gerontology content into APRN curriculum, APRNs prepared with enhanced gerontological knowledge and skills build a workforce that is competent to improve care for older adults across the continuum of care.
Integration of evidence into practice is an essential outcome for baccalaureate nursing students in this era of health care reform. Cultivation of a spirit of inquiry and appreciation for the role of evidence in shaping nursing practice is central to the development of requisite knowledge and skills. A baccalaureate nursing program curricular redesign placed a higher emphasis on evidence-based practice. The evidence-based practice focus of the undergraduate curriculum is a sequence of 3 undergraduate research courses designed to prepare the graduate to identify, locate, read, and critically appraise evidence at the individual study, systematic review, and clinical practice guideline levels. This curriculum lays the foundation for evidence-based practice in the clinical arena and in graduate nursing programs.
Improvements in health care are slow, in part because doctors and nurses lack skills in quality improvement, patient safety, and interprofessional teamwork. This article reports on the Retooling for Quality and Safety initiative of the Josiah Macy Jr. Foundation and the Institute for Healthcare Improvement, which sought to integrate improvement and patient safety into medical and nursing school curricula. In one academic year, 2009-10, the initiative supported new learning activities (87 percent of which were interprofessional, involving both medical and nursing students) in classrooms, simulation centers, and clinical care settings that involved 1,374 student encounters at six universities. The work generated insights-described in this article-into which learning goals require interprofessional education; how to create clinically based improvement learning for all students; and how to demonstrate the effects on students' behavior, organizational practice, and benefits to patients. A commonly encountered limiting factor for the programs was the lack of a critical mass of clinically based faculty members who were ready to teach about the improvement of care. What's more, the paucity of robust evaluation strategies for such programs suggests a future research agenda that deserves to be funded.
Informatics education must prepare today's nurses to manage a deluge of information and use technology effectively. In addition, U.S. health care is being redesigned with technology that improves patient safety and quality of care. The Institute of Medicine's recommendations for health care safety and professional education prompted initiatives by the National League for Nursing, the American Association of Colleges of Nursing, and others to make informatics a fundamental part of nursing education. The Quality and Safety Education for Nurses (QSEN) project outlines specific competency goals for informatics knowledge, skills, and attitudes. However, progress toward integration of informatics in nursing curricula has been slow, and additional strategies need further exploration and discussion in the nursing literature. This article uses the QSEN framework to present strategies for teaching multiple facets of informatics in the classroom, simulation laboratory, and clinical settings in a baccalaureate nursing curriculum.
Despite recent proliferation of palliative care services for children, and the fact that the needs of these children and their families are enshrined in current policy directives, the challenges of providing education for nurses within this area of practice is largely underexplored. This paper examines some of the key issues facing nurse educators who are involved in the delivery of palliative care content in undergraduate children's nursing programmes. Drawing on the extensive experiences of two nurse educators in children's palliative care education, research and practice, key issues which should be considered by those involved in curriculum development and delivery will be outlined. Such issues include ambiguity in terminology and resultant lack of conceptual clarity, the limited evidence base to underpin practice and education, the complexities of teaching sensitive topics to large groups and limited teaching expertise to deliver the content. Suggestions for addressing such issues will be outlined.
Florence Nightingale and subsequent nurse scholars have written about the impact of the environment on human health. Nightingale described, and staked out, the nurse's role in optimizing environments for healing. Since Nightingale's time numerous scholars have documented that environmental conditions play a major role in the health of individuals and populations. As nurses become more informed about the environment as a determinant of human health, they will be able to advocate more effectively for environmental conditions that promote health. This article provides both theoretical and practical perspectives to integrate environmental concerns into nursing practice. It recommends specific actions nurses can undertake to improve the environment within the health care setting. In particular the article provides a historical review of an environmental focus in nursing, discusses ways to manage both upstream waste and downstream waste (solid, biohazard, and hazardous chemical wastes) so as to decrease environmental pollution, and recommends specific nursing actions to promote a healthy environment within our health care agencies.
The aim of this article is to explore the interaction between the integration of genetics-genomics competencies into nursing curricula and regulatory standards. By taking a global perspective of activity in this field, we aim to develop a framework that can inform strategic planning in relation to international genetics-genomics and nursing education.
We focus our exploration around a small-scale international survey on the progress, achievements, and critical success factors of 10 countries in relation to the integration of genetics-genomics into nursing education, with exemplars from three of those countries.
Analysis of the data generated 10 themes, each with several subthemes that play a critical role in the development of genetics-genomics in nursing education and practice. The themes were organized into three overarching themes: nursing in genetics, genetics in nursing, and recognition and support. Genetics-genomics competence is not fully integrated into nursing education at an appropriate level in any country, nor was it reflected robustly in current standards for registration and licensure.
Strong leadership from the specialist genetics community plays a critical role in defining genetics-genomics competence but the engagement of nursing professionals at senior levels in both government and regulatory institutions is essential if nurses are to be active participants in the innovations offered by genomic healthcare.
Safe and effective nursing practice must incorporate the needs of those with, at risk for, or susceptible to genetic-genomic conditions, as well as those who might benefit from the application of genomic technologies in the diagnosis and management of common conditions such as cancer and heart disease. The scope of such practice can be articulated though competence statements. Professional regulation defines the standard of competence that practicing nurses should demonstrate at initial registration and licensure.
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The scope of nursing practice is expanding to include the use of complementary and alternative therapies (CAT). This expansion is occurring because of changes in professional and societal attitudes toward the use of such therapies. In this article, we discuss the use of CAT and the development of medical and nursing educational programs related to these therapies in Eastern and Western societies. In addition, we identify future directions for incorporating content on such therapies into nursing education programs in the United States. We suggest that undergraduate nursing programs need to introduce the philosophy of Oriental medicine and content on some of the common therapies and that graduate nursing programs that include content on the use of CAT in nursing practice can possibly be developed.
h4>ABSTRACT
This study was designed to describe and compare the knowledge, experience, and attitudes of nursing faculty and students (undergraduate and graduate) regarding complementary and alternative therapies (CAT). A cross-sectional survey ( N = 153) of undergraduate ( n = 41) and graduate ( n = 57) students and faculty ( n = 55) was conducted in one school of nursing. Most participants were White (87%) and female (78%). More than 70% of the students and faculty agreed that clinical care should integrate the use of CAT. More than 85% desired more education about CAT, especially in undergraduate nursing curricula. More than 65% agreed that the clinical nurse specialist or nurse practitioner role should include the use of CAT in their practice, and more than 50% agreed that they had some knowledge of CAT, but only approximately 30% had some experience with CAT. Faculty and students expressed positive attitudes toward integrating CAT into the undergraduate nursing curriculum and nursing practice. Faculty development and nursing research are needed to facilitate curriculum change and integrate CAT into nursing programs at all levels.
AUTHORS
Received: March 7, 2005
Accepted: June 17, 2005
Dr. So Sun Kim is Associate Professor, College of Nursing, Yonsei University, and Dr. Kwuy Bun Kim and Dr. Sok are Professors, College of Nursing Science, Kyung Hee University, Seoul, South Korea. Dr. Erlen is Doctoral Program Coordinator and Professor, School of Nursing, University of Pittsburgh, Pittsburgh, Pennsylvania.
Address correspondence to Sohyune R. Sok, PhD, RN, Professor, 412 College of Nursing Science, Kyung Hee University, #1 Hoegi-dong Dongdaemun-gu, Seoul, South Korea 130-701; e-mail: 5977sok@khu.ac.kr .</P
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