ABSTRACT
Traditionally, we would have considered biodiversity loss, increasing severity and frequency of natural disasters, more frequent infectious disease outbreaks, and increased human migration around the world as disparate issues requiring unique solutions. We are now realizing that the health of humans and the health of the planet are interconnected, and that the Earth's natural systems that support life are in critical jeopardy. Planetary health needs to be a core component of nursing education and practice. Several conditions make this the perfect time for transformative change. The COVID-19 pandemic revealed the deep connection between the human health and the health of the planet and illuminated the need for global solutions that are both sustainable and equitable. The Future of Nursing 2020 - 2030: Charting a Path to Achieve Health Equity report acknowledged the urgent need to address climate change. The new American Association of Colleges of Nursing essentials for nursing education supports transformation of nursing curricula. Finally, the recent publication of a global transdisciplinary framework for planetary health education offers nursing a blueprint for education and practice.
Subject(s)
COVID-19 , Education, Nursing , Humans , Pandemics , Planets , SARS-CoV-2ABSTRACT
This article is one in a series in which contributing authors discuss how the United Nations (UN) Sustainable Development Goals (SDGs) are linked to everyday clinical issues; national public health emergencies; and other nursing issues, such as leadership, shared governance, and advocacy. The 2030 Agenda for Sustainable Development, a 15-year plan of action to achieve the goals, was unanimously adopted by all UN member states in September 2015 and took effect on January 1, 2016. The Agenda consists of 17 SDGs addressing social, economic, and environmental determinants of health and 169 associated targets focused on five themes: people, planet, peace, prosperity, and partnership. The SDGs build on the work of the UN Millennium Development Goals, which were in effect from 2000 to 2015. The current article highlights SDG 11-making "cities and human settlements inclusive, safe, resilient and sustainable."
Subject(s)
COVID-19 , Climate Change , Nurse's Role , Racism , Resilience, Psychological , Sustainable Development , Cities , Global Health , Humans , Public Health , United NationsABSTRACT
Background: To fight racism and its potential influence on health, health care professionals must recognize, name, understand and talk about racism. These conversations are difficult, particularly when stakes feel high-in the workplace and in interracial groups. We convened a multidisciplinary, multi-racial group of professionals in two phases of this exploratory project to develop and pilot an intervention to promote effective dialogues on racism for first year medical students at the University of Minnesota Medical School. Methods: Informed by a Public Health Critical Race Praxis (PHCRP) methodology in Phase I, initial content was developed by a group of seven women primarily from racial and ethnic minority groups. In a later phase, they joined with five White (primarily male) colleagues to discuss racism and race. Participants met monthly for 12 months from Jan 2016-Dec 2016. All participants were recruited by study PI. An inductive approach was used to analyze meeting notes and post intervention reflections to describe lessons learned from the process of employing a PHCRP methodology to develop the aforementioned curriculum with a multidisciplinary and multi-racial group of professionals dedicated to advancing conversations on racial equity. Results: Participants from Phase I described the early meetings as "powerful," allowing them to "bring their full selves" to a project that convened individuals who are often marginalized in their professional environments. In Phase II, which included White colleagues, the dynamics shifted: " the voices from Phase I became quieter "; "I had to put on my armor and fight in those later meetings ". Conclusions: The process of employing PHCRP in the development of an intervention about racism led to new insights on what it means to discuss racism among those marginalized and those with privilege. Conversations in each phase yielded new insights and strategies to advance a conversation about racism in health care.
Subject(s)
Curriculum , Ethnicity , Program Development/methods , Racism , Schools, Medical , Ethnicity/education , Ethnicity/psychology , Female , Humans , Interdisciplinary Communication , Male , Minnesota , Public Health/standards , Racism/prevention & control , Racism/psychology , Schools, Medical/organization & administration , Schools, Medical/standardsABSTRACT
Nursing has been challenged to claim full partnership with other health care providers. To reach this goal nurse educators must ensure that curriculum and textbooks provide appropriate content on the nature and use of power, how to collaborate, and how to develop partnerships.
ABSTRACT
The authors, both experienced clinicians, met to discuss multiple and diverse ways of knowing in the clinical setting. How do we know what we know? Can we tease out the lessons we have learned from our experience in a sufficiently creative way so that we can apply them to new clinical situations and nurture the next generations of nurses and physicians- and our colleagues-with those insights? This article is a record of that discussion.
Subject(s)
Attitude of Health Personnel , Decision Making , Clinical Competence , Humans , Intuition , Nurse-Patient Relations , Physician-Patient RelationsABSTRACT
Nursing has been challenged to claim full partnership with other health care providers. To reach this goal nurse educators must ensure that curriculum and textbooks provide appropriate content on the nature and use of power, how to collaborate, and how to develop partnerships.
