Rethinking nursing education in Pakistan: the case for Planetary Health integration

Abstract

Scientific and technological advances in health, alongside the pressing challenges of global climate change, have significantly impacted both human and planetary health.¹ In response, the concept of planetary health has emerged, emphasizing the prevention of environmental degradation and mitigation of its adverse health impacts. Healthcare professionals, particularly nurses who are trained to advocate for health, communicate risks, and manage complex scenarios are increasingly expected to raise awareness and educate communities about planetary health.²  This shift indicates a move from traditional “global health” to a more comprehensive framework of “planetary health” aligning with initiatives such as the United Nations’ 2030 Agenda for Sustainable Development. This expands on the World Health Organization’s definition of health not merely the absence of disease, but complete physical, mental, and social well-being to a more interconnected understanding.³ As frontline workers and key stakeholders in healthcare, nurses must grasp planetary health principles, which emphasize the interdependence of human, animal, environmental, and planetary well-being. Although research on the nursing profession’s role in promoting planetary health is limited, incorporating environmental and ecological knowledge into nursing education is essential. Nurses, in collaboration with policymakers, can play a pivotal role in advancing planetary health initiatives.⁴ Nurses must also actively engage in mitigating health impacts linked to climate change, making the incorporation of planetary health into nursing curricula imperative.⁵ Globally, many countries are now integrating planetary health into nursing education to better prepare nurses for environmental health challenges. However, in Pakistan a developing country that relies heavily on global evidence for its education and healthcare system, the nursing curriculum has remained unchanged since its adoption in 2011. This curriculum, derived from international models, presents several challenges,⁵ necessitating revisions to ensure contextual relevance and quality. To better prepare future nurses, the curriculum must incorporate planetary health principles, aligning with international standards while addressing the local needs. The purposed of this editorial is to emphasize the importance and need for development and incorporation of Planetary Health in nursing education and particularly in Health Profession Education in general at the national level. This will enable health professionals to address planetary health challenges and be its active ambassadors on a global platform.