The Integration of Climate Change Topic into Nursing Education in Nursing Faculties

This study was conducted to describe the integration of climate change into nursing education in nursing faculties in Turkey. The sample of the research consisted of 70 academic leaders who volunteered to participate in the research. 91.7% of the participants stated that they did not have a model to integrate health and climate change into undergraduate education, and 81.7% did not have a program. 66.7% of the participants stated that during their nursing education, they mainly focused on the concept of environment, which is one of the four nursing theories. 63.3% of the participants support recycling in the institution; 56.7% stated that they discussed climate change and health issues in class. When the distribution of the roles that the participants expect from their students in the fight against climate change is examined, the first place is the role of community educator (91.7%), the role of researcher (92.8%), the role of participating in health policies (81.4%), the role of training for healthcare professionals (79%). and advocacy role (67.1%) should be developed during nursing education. It remains unclear whether climate change and health will be included in the undergraduate and graduate programs of nursing faculties in Turkey. Because there is no clear guide or program on how to address the climate change problem in the nursing education curriculum in Turkey. According to the results of this study, nurse academics are aware that the issue of climate change should be included in education. To ensure that the issue of climate change can be included in the nursing curriculum, it is recommended that the barriers and opportunities to developing a coherent curriculum be discussed and that nursing leaders include the issue on their agenda.