Document Type : Original Article
Authors
1
Lecturer of Critical Care and Emergency Nursing, Faculty of Nursing, Tanta University, Egypt
2
Lecturer of Medical-Surgical Nursing, Faculty of Nursing, Menoufia University, Egypt and Nursing Department, North Private College of Nursing, Arar, Northern Borders Region, Saudi Arabia, 73215
3
Assistant Professor of Critical Care and Emergency Nursing, Faculty of Nursing - Cairo University
4
Pediatric Nursing, Faculty of Nursing, Sohag University
5
Lecturer in Nursing Education, Faculty of Nursing, Damanhour University
6
Assistance professor in Critical Care and Emergency Nursing, Faculty of Nursing, Sohag University
Abstract
Background: The implications of climate change on the world include infectious diseases, food insecurity, poverty, health disparities, and resource scarcity, among other things. The main way to control those effects is through sustainable development. Nursing students should be well-prepared to fulfill the vital role that nursing plays in sustainability development. The aim was to determine the effect of social-platform-based educational programs on critical care nursing students' knowledge and practice toward sustainable development goals (SDG). Research design: A Quasi-experimental (one group pre/post-test) design was utilized in the current study. Setting: The study was conducted at the faculty of nursing at Sohag University, Egypt. Subjects: A convenient sample of the 2nd academic year critical care nursing students was enrolled in the academic year 2023/2024 (no. =400). Tools for data collection: Two instruments were used as follows: (I) Critical care nursing students' sustainable development knowledge questionnaire which consisted of two parts; 1: personal characteristics and 2 - sustainable development knowledge and (II) Critical care nursing students' sustainable development practices observational checklist. Results: There were statistically significant differences in Critical care nursing students' sustainable development total knowledge mean scores post-social-platform-based- educational program and one month later than pre- social-platform based- educational program, as well as statistically significant differences with a marked increase in all dimensions of critical care nursing students' sustainable development total practices, mean scores post- social-platform based- educational program and one month later than pre- social-platform based- educational program. Also, the current study findings revealed a negative statistical correlation between the critical nursing students' total mean scores of sustainable development knowledge and their total mean scores of sustainable development practices. Conclusion: The implementation of a social-platform-based- educational program has a significant effect on improving critical nursing students' knowledge as well as practice regarding sustainability development goals. Recommendations: Training programs regarding sustainable development and incorporating sustainable development courses at different levels of nursing curricula.
Keywords
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