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Integration of Planetary Health Education into a Nurse Practitioner Curriculum
Garibay, Elizabeth
Garibay, Elizabeth
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Abstract
Planetary health is the bidirectional relationship between human health and Earth’s natural systems. Environmental degradation has contributed to worsening health outcomes, including increased vector-borne diseases, respiratory illnesses, and mental health conditions. Despite these growing impacts, nursing education has been systematically slow to integrate planetary health into curricula, leaving nurse practitioners underprepared to address climate-related health risks in clinical practice. The purpose of this project was to address this educational gap by integrating planetary health content within a nurse practitioner curriculum. Evidence demonstrates that nursing and medical programs that integrate planetary health and climate change education improve student knowledge and preparedness in clinical settings. The primary goal was to ensure that students' knowledge would increase by 75%, measured using pre- and post-surveys that collected both quantitative and qualitative data. Also, completion of the Planetary Health Report Card (PHRC), a student-led evaluation to assess gaps and strengths within the nursing program and institutions. Three courses were provided with content materials delivered through an electronic platform. The (PHRC), planetary health tool with 52 metrics across five domains: curriculum, research, community engagement, student initiatives, and campus sustainability. Baseline survey results from first- and second-year DNP students (n=43) showed a mean knowledge score of 3.7, a neutral level of understanding of Planetary Health. Post-survey results (n=31), a mean score of 3.8. Unable to calculate percentage change because the sample size was different from pre to post. Qualitative findings highlighted a desire for deeper curricular integration, experiential learning, and stronger connections to clinical practice. The PHRC yielded an overall grade of B, with the curriculum domain scoring lowest at a C. These findings suggest that while baseline knowledge exists, more comprehensive and applied planetary health education is needed. Expanding integration across the curriculum is essential to prepare future clinicians to address climate-related health challenges.
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2026-04-02
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Garibay_DNP_Project_Manuscript_Final.pdf
Adobe PDF, 356.5 KB
- Embargoed until 2028-05-05