Bringing the Fight Against Climate Change to the University: Determinants, Strategies, Mechanisms, and Desired Outcomes

Abstract

Despite calls for nurses to be trained, there are few data on strategies used to incorporate climate change issues into university curricula.

Approach: A narrative literature review of 45 articles addressing educational practices related to the fight against climate change was conducted. The Implementation Research Logic Model guided the analysis of 1) aspects of the articles’ respective contexts that are favorable or unfavorable determinants; 2) incorporation strategies that have been deployed; 3) action mechanisms that have been used; and 4) expected outcomes.

Results: Three strategies were identified: exemplification, integration, and inclusion. The literature identifies various themes, learning objectives, and teaching methods associated with these strategies, though few articles explore their impact on learning. However, contextual determinants can still be linked with chosen mechanisms and strategies to select the approach that best fits the context and can overcome potential obstacles. Recommendations are made to account for how students feel about environmental issues, the potential impact of this, practical changes that may be needed, and the role of research in this process.

Conclusion: The initiatives on record are flexible and offer ways to think about how to incorporate climate change issues into health care curricula while allowing for both the complexity of these issues and their academic, professional, and social significance.