Abstract

BackgroundClimate change, poverty, hunger and complex diseases are just some of the many wicked problems impacting human health. The Sustainable Development Goals aim to alleviate these and many other global issues. Although the nursing profession is paramount to successfully achieving the goals, nurses require increased education to maximise their contributions. ObjectivesThe aim of this study was to determine the impact of education on graduate nurses' action towards the Sustainable Development Goals. DesignThis study applied a qualitative case study methodology. SettingThe study took place within an Australian Higher Education institution. Graduate nurses working in clinical settings were invited to reflect on the Sustainable Development Goals. ParticipantsParticipants included thirteen graduate nurses (n = 13) working in a variety of clinical settings that had completed the final year capstone subject. MethodsIndividual semi-structured interviews were undertaken with graduate nurses who undertook education on the Sustainable Development Goals in an undergraduate Bachelor of Nursing capstone subject. The interviews were transcribed and thematically analysed. FindingsData was analysed through two lens focusing on the barriers and opportunities for action towards the Sustainable Development Goals. Three core barriers were identified as ‘Drowning’; ‘Powerless’; and ‘Invisible’. Three key opportunities were designated as ‘War on Waste’; ‘Front and Centre’; and ‘Revolutionary Leadership’. ConclusionsEducating undergraduate nurses on the Sustainable Development Goals had limited impact on specific graduate nurses' action towards the goals due to significant barriers within the healthcare system. However, graduate nurses recognised the importance of contributing to the goals and identified opportunities for future action. Education providers and the healthcare industry should work in partnership to create a more sustainable future for healthcare.

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