Beruflich Dokumente
Kultur Dokumente
a r t i c l e
i n f o
Article history:
Accepted 14 December 2010
Keywords:
Sustainability
Transformative education
Climate change
s u m m a r y
This paper addresses the imperative to address sustainability and climate change in nurse education. This will
be done by outlining the socio-political and policy context and a discussion of a triad of sustainability
climate changehealth. However this is not about introducing new content. The form of education itself has to
change and to address goals other than the transmission of skills and knowledge to prepare graduate nurses
for a role in the NHS. Key concepts and propositions for a sustainability education within nursing will be
outlined. This is offered in the spirit of stimulating argument and debate.
2010 Elsevier Ltd. All rights reserved.
Introduction
There is a link between sustainability, climate change and health
(Grifths et al., 2009; Goodman and Richardson, 2010 Fig. 1) which
makes it an imperative that we examine notions of sustainability and
climate change in nurse education. This paper will begin by briey
outlining the socio-political and policy context. This will be followed
by a discussion on sustainability education, focusing on the what is
education for question. An answer is to base education on some key
principles such as that of Education for Sustainability (EfS) (Sterling,
2001; CSF, 2010) which focuses on transformative rather than
transmissive education, then we will be considering Selby's (2007)
Propositions followed by 7 key concepts for sustainability education
(SDEP, 2000). To further assist thinking there will be a list of
recommendations for consideration by curriculum planners.
734
735
Points to consider
As this is a normative account on what nurse education is for, the
recommendations below encourage a change of view from an
instrumentalist, transmissive, teacher led, technico-rational skill
acquisition model to produce graduates solely for the NHS to one
that also accesses transformative, participative, student centred and
liberal humanistic, progressivist and reconstructivist education.
1. Clarify both the role of nurse education and the educational
ideology driving curriculum development.
2. Identify where we are engaging in rst (adaptive), second
(critically reective) and third order (transformative) education.
3. Discuss and critique Selby's propositions and the 7 key concepts
(SDEP 2000).
4. Emphasis notions of well-being (e,g. Aked et al., 2008).
5. Consider either an infusion model (sustainability issues are
woven throughout the curriculum) or a generic module available
to all disciplines but tailored to each.
6. If the theme is infused throughout the curriculum, developers
could reect on learning outcomes using a sustainability lens. For
example, for infection control we could reect on changes in
practice to address the sustainability of single use items.
7. Design space in the curriculum to allow an experience in or with
the natural environment.
8. Encourage students to visit green spaces in their locality and think
about the impact of this for the population to link in with some
learning outcomes such as promoting wellbeing.
9. Encourage student engagement with both urban and rural natural
environments. Towards this we need to build our wider
placement experience for students (possibly under lifelong or
life wide learning) and develop collaborative working relationships with multi discipline groups, local authorities and third
sector.
10. Encourage a poetic understanding through positively sanctioning the use of art in the curriculum. Discuss academic credits with
736
11.
12.
13.
14.
15.
Conclusion
The challenges facing humanity in the 21st century require a
radical rethink of business as usual education. Education is
important, but is not the only game in town. There are other agencies
and ideologies shaping the future. However, education is the HEI's
sphere of immediate inuence and although it may be morally
questionable to ask the next generation to clear up after our own mess
we may have little choice. The principles for educational programmes
are enunciated above but they may be seen to be mediated through a
notion of health and nursing that has to have a moral and political
dimension if we are to move civilization towards moral, economic and
environmental sustainability.
References
Abdallah, S., Thompson, S., Michaelson, J., Marks, N., and Steuer, N., 2009. The Happy
Planet Index 2.0. Why good lives don't have to cost the earth. New Economics
Foundation London [online] www.happyplanetindex.org accessed 14th July 2010.
Aked, J., Marks, N., Cordon, C., and Thompson, S., 2008. ve Ways to Well-being: The
Evidence. NEF. [online] http://www.neweconomics.org/publications/ve-wayswell-being-evidence accessed July 14th 2010.
American Nurses Association (ANA) 2008. Global Climate Change [online] http://www.
nursingworld.org/ 14th july 2010.
Assadourian, E., 2010. The Rise and Fall of Consumer Cultures in State of the World
2010. The Worldwatch Institute. Earthscan, London.
Bali Communiqu, 2007. The corporate leaders group on climate change, [online] http://
www.princeofwales.gov.uk/content/documents/Bali%20Communique.pdf
accessed 14th July 2010.
Ben-Ami, D., 2010. Ferrari's for All. Policy Press, Bristol.
British Medical Association 2008. Health professionals taking action on climate change.
[online] http://www.bma.org.uk/ap.nsf/Content/climatechange accessed 25th
March 2009.
Byers, M., 2005. The Meanings of Global Citizenship, UBC Global Citizenship Speaker Series.
[online] http://www.internationalization.ubc.ca/gcss.htm#Meanings accessed
14th July 2010.
Canadian Nurses Association (CNA) 2008. The role of nurses in addressing climate change.
A background paper [online] www.cna-aiic.ca/ accessed 14th July 2010.
Canadian Nurses Association (CNA) 2010. Climate Change and Health a position
statement. [online] www.cna-aiic.ca/ accessed 14th July 2010.
Centre for Sustainable Futures (CSF) 2007 [online] http://csf.plymouth.ac.uk accessed
30th November 2010.
Centre for Sustainable Futures (CSF) 2010 [online] Learning and Pedagogy. http://csf.
plymouth.ac.uk/?q=node/427 accessed 14th July 2010.
Corcoran, P., 2010. Foreward p xiii. In: Jones, P., Selby, D., Sterling, S. (Eds.),
Sustainability Education: Perspectives and Practice Across Higher Education.
Earthscan, London.
Costello, A. et al. 2009. Managing the effects of Climate change. [online] http://www.
thelancet.com/climate-change accessed 14th July 2010 Centre for Sustainable
Futures (CSF) 2007. [online] www.csf.plymouth.ac.uk accessed 14th July 2010.
Danvers, J., 2009. In: Stibbe, A. (Ed.), The Handbook of Sustainable Literacy. Green
Books, Totnes.
Department of Environment Food and Rural Affairs (DEFRA) 2008. Climate Change Act
2008. [online] www.defra.gov.uk/ENVIRONMENT/climatechange/uk/legislation/
accessed 14th July 2010.
Department of Health (DOH) 2008a Health effects of Climate change in the UK. An update
of the Department of Health report 2001/2002. [online] www.dh.gov.uk/en/
Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/
DH_4007935 accessed 14th July 2010.
Department of Health (DOH) 2008b Guidance Document. April. The Health Impact of
Climate Change; Promoting Sustainable Communities. [online] www.dh.gov.uk/en/
Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/
DH_082690 accessed 14th July 2010.
Dhara, V., Dhara, R., 2002. The Union Carbide disaster in Bhopal: a review of health
effects. Archives of Environmental Health. Sep-Oct 57 (5), 391404.
Economist, The. 2010 How to live with climate change It won't be stopped, but its effects can
be made less bad. Editorial 25th November. http://www.economist.com/node/
17575027 Accessed 29th November 2010.
ESDGC 2010. ESDG within Continuing Professional Development [online] http://www.esdwales.org.uk/english/higher_ed/Continuing_Professional_Development.htm
accessed 14th July 2010.
Falk, R., 1994. The Making of Global Citizenship. In Bart van Steenbergen, The Condition
of Citizenship. Sage Publications, London.
Goodman, B., 2008. Sustainability, Consumption or Contraction: A discussion paper
Centre for Sustainable Futures [online] http://erdt.plymouth.ac.uk/csfwiki/index.
php/Sustainability%2C_Consumption_or_Contraction%3F accessed 14th July 2010.
Goodman, B., Richardson, J., 2010. Climate Change, Sustainability and Health in United
Kingdom Higher Education: The Challenges for Nursing. In: Jones, P., Selby, D.,
Sterling, S. (Eds.), Sustainability Education: Perspectives and Practice Across Higher
Education. Earthscan, London.
Grifths, J., Rao, M., Adshead, F., Thorpe, A., 2009. The Health Practitioner's Guide to
Climate Change. Earthscan, London.
Hamilton, C., 2004. Growth Fetish. Pluto Press, London.
Hamilton, C., 2010. Requiem for a Species. Earthscan, London.
Hamilton, C., Denniss, R., 2005. Afuenza. When too Much is Never Enough. Allen and
Unwin, London.
HEFCE. 2009. Sustainable development in Higher education [online]. http://www.hefce.
ac.uk/susdevresources/ accessed 24th may 2010.
Higher Education Academy. 2009. HEA Sustainability Project [online] http://www.
heacademy.ac.uk/ourwork/learning/sustainability accessed 14th July 2010.
International Council of Nurses 2008. Nurses, climate change and health. A Position
statement. [online] http://www.icn.ch/images/stories/documents/publications/
position_statements/E08_Nurses_Climate_Change_Health.pdf accessed 14th July
2010.
IPCC, 2007. Climate Change (2007) The Physical Science Basis: Summary for Policy
Makers. IPCC secretariat, Geneva.
Jackson, T., 2009. Prosperity Without Growth. Earthscan, London.
James, O., 2007. Afuenza. Vermillion, London.
Kagawa, F., Selby, D., 2010. Education and Climate Change. Living and Learning in
Interesting Times. Routledge, London.
Kleffel, D., 1996. Environmental paradigms: moving toward an ecocentric perspective.
[online] accessed 14th July 2010.
Kleffel, D., 2004. Advocating the ecocentric paradigm in nursing. Journal of Holistic
Nursing 22 (1), 610.
Lagos, T.G. 2002. Global Citizenship Towards a Denition. [online] accessed 12th
January 2010.
McMicheal, A.J., Powells, J.W., 1999. Human numbers, environment, sustainability and
health. British Medical Journal 319 (7215), 977980 http://www.bmj.com/cgi/
content/extract/319/7215/977 accessed 14th July 2010.
Meadows, D., Randers, J., Meadows, D., 2004. Limits to growth, The 30 year update.
Earthscan, London.
Naess, P., 2006. Unsustainable growth, unsustainable capitalism. Journal of Critical
Realism 5 (2), 197227.
National Health Service Sustainable Development Unit. (NHSSDU) 2008. Saving Carbon,
Improving Health. May. Draft Carbon Reduction Strategy [online] http://www.sdu.nhs.
uk/downloads/draft_nhs_carbon_reduction_strategy.pdf accessed 14th July 2010.
New Economics Foundation. (NEF) 2010 Natural economies. [online] http://www.neweconomics.org/programmes/natural-economies accessed 30th November 2010.
Newman, R. 2006. Its capitalism or a habitable planet, you can't have both. The Guardian
February [online] www.guardian.co.uk/environment/2006/feb/02/energy.comment
accessed 14th July 2010.
Nilekani, R. 2007. Is Water the next Oil? YaleGlobal Online. [online] http://yaleglobal.yale.
edu/content/water-next-oil accessed 14th July 2010.
Nursing and Midwifery Council 2008. The Code [online] http://www.nmc-uk.org/Nursesand-midwives/The-code/ accessed 14th July 2010.
Nursing and Midwifery Council 2010 Standards for Pre Registration Nursing Education.
Domain 1 Professional values p3.
Orr, D., 1992. Eco-literacy. State University of New York press, New York.
Orr, D., 1994. Earth in Mind. On Education, Environment and The Human Prospect.
Island press, Washington.
Peccie, A., 1982. One Hundred Pages for the Future: Reections of the President of the
Club of Rome. Futura books.
Pielke, R., 2010. The Climate Fix. Basic Books, New York.
737