Search Results (72)

In recent studies, public health has been considered a key stakeholder in climate mitigation and adaptation in cities since they are more exposed to the impact of climate change. Nurses represent a vast majority of public health professionals, playing a key role in health promotion that allows them to influence individuals, families, and communities in adopting healthier behaviours and decarbonized lifestyles. Therefore, the purpose of this study is to map the existing evidence on nursing interventions, which are being led or implemented to reduce the health risks related to climate change in urban areas. The present review follows the JBI methodological framework, including a search on PubMed, MEDLINE complete, CINAHL Complete, Scopus, Web of Science, SciELO (Scientific Electronic Library Online), BASE (Bielefeld Academic Search Engine), and RCAAP. Hand searched references were also considered, including quantitative, qualitative, and mixed-methods studies between January 2014 and October 2024, for a more contemporary perspective. A three-step search strategy and data extraction tool were used by two independent reviewers. Twenty-seven studies in English and Portuguese were eligible for inclusion, all targeting a population of professionals with nursing-related roles: two case studies, one Delphi panel, one descriptive study, one historical research paper, two using a methodological design format, four narrative reviews, one observational study, nine review articles, three scoping reviews, and three systematic reviews. Eight categories of nursing interventions that contribute to decarbonized lifestyles, reducing health risks in relation to climate change, were acknowledged. Nurses play a key role in empowering individuals, families, and communities, promoting climate awareness and literacy, supporting health policy change, advocating for the most vulnerable and engaging in environmental activism, using evidence-based research, and taking advantage of marketing strategies and social media. Full article

Background: The number of people with heart failure (HF) is rapidly increasing globally. Self-care plays a key role in improving HF outcomes. The readiness to engage in heart failure self-care (HFSC) behaviors encompasses a commitment to change and the capacity to make the change. Commitment is a personal investment and value toward enacting self-care and health-related behaviors. Capacity includes an individual’s skills, knowledge, beliefs, previous experience, and resources. Aim: The aim of this study was to describe patient-identified commitment and capacity factors influencing their readiness to carry out HFSC behaviors. Methods: A qualitative study using thematic analysis was conducted using data from 21 interviews to develop readiness for HFSC themes. Results: The commitment themes identified were cultural values and beliefs, social roles, will to live, attitude, self-efficacy, HF perceptions, and general emotional state. Capacity themes included HF literacy, functional capacity, environmental resources, comorbidities, time, cognitive functioning, and social support. Conclusions: Novel themes related to an individual’s commitment to HFSC activities included their will to live and social roles, while time emerged as a consideration in the capacity to engage in self-care. To optimize HF outcomes, people with HF must be ready to engage in HFSC. Evaluating an individual’s readiness for HFSC can focus healthcare team efforts on targeting specific self-care activities that require intervention. Enhancing readiness by intervening with specific commitment and capacity factors is a step toward optimizing HFSC and improving patient outcomes. Full article

The current research examines the issue of social inclusivity in the context of digitalization of smart city governance and explores ways to overcome the digital divide, which impedes equal access to online services for vulnerable population groups (elderly people, people with disabilities, low-income individuals, and residents of remote areas). Based on a literature review, the study outlines three generations of the digital divide: access, digital skills, and the ability to derive socio-economic benefits. A methodology is proposed that combines cluster analysis of 27 European cities using 11 integrated indicators, aimed at identifying typical development profiles while accounting for infrastructure, air quality, and levels of digital literacy. The results revealed four clusters: “Digital Leaders with Environmental Awareness”, “Mid-Level Cities with Development Potential”, “Opportunities with Environmental Challenges”, and “Advanced Digital Hubs with High Quality of Life”. The study confirms the hypothesis regarding the effectiveness of a comprehensive approach that integrates infrastructure investment, educational programs, and inclusive planning. The article’s conclusions emphasize the need to apply universal design principles, subsidize internet access, and regularly monitor digital inclusion indices to achieve SDGs 11 and 16. Full article

In regions with sustained air pollution, the adoption of protective health behaviors is critical, particularly among pregnant women—a population marked by physiological vulnerability and heightened receptivity to preventive guidance. Understanding and supporting patient-driven behavioral change requires attention to individual perception and awareness, which are shaped by socio-economic and spatial factors, as well as access to credible information. Objectives: This study investigates how pregnant women in Serbia perceive air quality, identifies determinants that influence these perceptions, and evaluates the extent and nature of behavioral adaptations undertaken to mitigate exposure-related risks. Methods: A cross-sectional survey was conducted among 279 pregnant women using a structured, researcher-administered questionnaire. Collected data included demographic and psychosocial variables, air quality perceptions, self-reported health effects, and behavioral responses. Residential proximity to land-use attributes was assessed using GIS-based spatial analysis. Results: Most participants perceived air quality as poor (68.8%), primarily informed by unofficial sources such as mobile applications and social media. Living close to continuous urban fabric (OR = 0.180, 95% CI: 0.059–0.558, p = 0.003) and water (OR = 0.306, 95% CI: 0.127–0.738, p = 0.008) was associated with poorer perceptions, while proximity to forests (OR = 2.938, 95% CI: 1.323–6.525, p = 0.008) correlated with more favorable assessments. Despite prevalent concern, around half of respondents (50.2%) reported no behavioral modifications. Importantly, none had received guidance from healthcare professionals on the topic. Conclusions: These findings highlight critical gaps in environmental health literacy and provider engagement. Integrating tailored communication and behavioral support in existing prenatal counseling could advance health-related quality of life in this vulnerable population. Full article

This narrative review examines adolescents’ perceptions of sustainable dietary characteristics, including local eating, plant-based diets, organic food, and food waste, and how these influence their understanding and behavior. Evidence indicates that adolescents often have simplified conceptions of these practices, which leads to misconceptions. Local food is frequently perceived as inherently more sustainable despite complex factors such as seasonality, production methods, and transportation. Although reducing meat consumption is crucial for environmental impact, adolescents may struggle to understand sustainable protein sources and animal-based foods in various contexts. Although viewed positively, the benefits and limitations of organic food remain poorly understood. Food waste is recognized as significant; however, adolescents often focus on individuals rather than on systemic drivers. Schools play a pivotal role in the promotion of food literacy and sustainable dietary habits. Educational interventions that integrate sustainability into curricula, provide hands-on learning, and engage families can help adolescents to develop critical thinking skills and make informed food choices. Strategies such as promoting a plant-based diet, sourcing local produce, incorporating organic options, and implementing waste reduction programs can create environments that support sustainable eating habits. These efforts must be context-sensitive, culturally relevant, and grounded in understanding food systems. By empowering adolescents to question assumptions, recognize complexities, and take action, schools can cultivate a generation capable of leading the transition towards healthier and more sustainable diets. Full article

Communities in the Dominican Republic (DR) face increased natural disasters, poor air quality, food insecurity, and health impacts related to climate change. We evaluated the success of a train-the-trainer program to empower community leaders, women, and at-risk youth with the knowledge and skills to increase individual and community resilience in Cristo Rey, Dominican Republic. Three in-person two-day courses were conducted between July and August 2024 at the Universidad Iberoamericana. Each session included eight lectures and collaborative learning activities on climate change science, adaptation, resilience, and health impacts. Intra-group analyses comparing pre- and post-course surveys assessed participants’ climate change awareness, literacy, and communication and response skills. One hundred and four attendees participated in the survey study. Of the 100 participants with demographic data, 55% (n = 55) were 35 years old or younger, 70% (n = 70) identified as female, and 45% (n = 45) lived in Cristo Rey. The participants reported high baseline climate change awareness. Compared to before the course, the participants reported increased literacy regarding the environmental impacts of climate change relevant to the DR and the specific health impacts (p-value < 0.05) and increased climate change-related communication and response skills (p-value < 0.001). This study suggests competency-based, regional-specific courses deployed in a train-the-trainer model, have the potential to equip community members with knowledge to protect their health. Full article

Environmental health literacy (EHL) is essential for individuals to protect themselves from environmental health risks. Indigenous populations are particularly vulnerable to these risks, given the historical threats they have suffered from the advance of agricultural frontiers and impacts of deforestation, mining, and extreme weather events. This study investigates the dimensions of EHL among indigenous communities in Brazil, considering the scarcity of research in this field. Using a scale adapted to measure EHL in topics such as air, water, and food, it was possible to access the EHL levels of a sample of different Brazilian indigenous ethnic groups. Statistical analysis included descriptive methods and the Wilcoxon and Kruskal–Wallis tests. The results revealed significant variations in EHL levels, influenced by factors such as gender, place of residence, age, education, access to health services, and potable water. In addition, the presence of traditional actors, such as midwives, was identified as an important factor in the transmission of health knowledge. The research highlights the need for public policies that respect the cultural specificities of indigenous communities and promote self-care and environmental preservation, contributing to the development of culturally sensitive public health strategies. Full article

Background: From a biopsychosocial perspective, health literacy is a key factor for healthy development and the development of more comprehensive interventions directed at health literacy determinants. The present study had the main goal of studying demographic, individual, social, and contextual variables related to health literacy in adolescents. Methods: The data used in this study are part of the Health Behavior in School-aged Children (HBSC) 2022 survey. The study included 7649 adolescents, 53.9% (n = 3961) female, with an average age of 15.05 years (SD = 2.36), in the 6th, 8th, 10th, and 12th grades, proportionally distributed across the five regions of the Portuguese mainland. Results: Health literacy was explained by factors related to physical, psychological, social, and environmental health. The factors with the higher explanatory value were the psychological variables, followed by social and lifestyle-related variables. Sociodemographic and environmental factors had a more modest explanatory value. These results point to the complexity of adolescents’ health literacy. Conclusions: These results are of the utmost importance for educators, professionals, and policymakers who can use this information to create friendly environments that promote health literacy and health-promoting activities according to a multidisciplinary, continuous, and consistent plan. Full article

Climate change is a global phenomenon having wide-ranging social, economic, ecological, and environmental sustainability implications. This study assesses climate change awareness, understanding, causes, mitigation measures, and practices among residents of the Kathmandu Valley through a mixed-method approach. Quantitative surveys with 433 respondents and four Focus Group Discussions (FGDs) are conducted with diverse demographics. Descriptive statistics is used to summarize quantitative data, and the chi-square (χ²) test is used to measure the associations between awareness, understanding, causes, mitigation measures, and practices among various demographics. The analysis shows that respondents frequently link climate change to extreme weather events, particularly flooding, severe hot and cold waves, and changes in rain precipitation patterns. Furthermore, the respondents identify deforestation, industrialization, and fossil fuels as the primary causes, with mitigation strategies such as afforestation, recycling waste, and use of renewable energies for long-term environmental sustainability. Similarly, the survey analysis also revealed that greenhouse gases like carbon dioxide and methane are major drivers of climate change; individuals, industries, and governments are held accountable for climate change with industries as key polluters. Furthermore, individuals are self-aware to adopt sustainable practices, and the government can play a vital role through policies promoting renewable energy, afforestation, and waste management, alongside raising awareness. Other highlights of the analysis have been raising voices of collective action at all levels, which is crucial to mitigate the impact of climate change. The study also addresses the gaps in comprehensive climate literacy and underscores the need for targeted educational initiatives to foster informed climate actions within the community. Likewise, the study brings the findings that policymakers should prioritize inclusive engagement strategies, ensuring that climate policies and adaptation programs are accessible, particularly to those who are less represented in environmental discourse, such as older adults and unschooled individuals. Full article

The 2030 Agenda for Sustainable Development focuses on ensuring a healthy environment for present and future generations by avoiding risks associated with consumption, exploitation of natural resources and pollution. Maintaining an environmentally aware society to address hydrosphere environmental problems requires environmental literacy, which should be continuously improved through environmental education. The study aimed to evaluate the effectiveness of integrating hydrosphere environmental problems into chemistry lessons through an online workshop, comparing students’ achievements and their situational and individual interest before and after participating in the workshop. Altogether, 145 students from seven Slovenian lower secondary schools participated in the study. Three-tier achievement tests assessed students’ knowledge about hydrosphere environmental problems before and after the workshop, while 15-item and 10-item questionnaires measured individual and situational interest. Results showed that 42.1% of students achieved more than half of the points on the preliminary achievement test, while following the workshop, 61.5% of students achieved better results on the achievement post-test. Students struggled to understand the chemical structures of pollutants and their effects on the hydrosphere. No significant differences in results on the post-test and delayed achievement test were identified, but high individual and situational interest positively influenced students’ results on all achievement tests. Full article

Producing healthier food requires expertise in methods that yield significant benefits for human health, sustainability, economic growth, cultural heritage, and overall well-being. Investing in conscientious and sustainable food systems can improve individual and planetary quality of life by preventing diseases, delaying ageing, and enhancing well-being. While healthy eating habits begin at home, schools play a pivotal role in reinforcing them from an early age. Despite progress, challenges remain, underscoring the need for prioritizing food education and literacy across all ages. Knowledge of how sustainable food production impacts personal health and well-being is critical. A holistic approach is essential for addressing these complexities, considering physical, mental, social, and environmental factors to identify balanced and effective solutions. Such analyses examine how system components interact, guiding the development of sustainable practices. The DM4You project exemplifies this approach. It unites Portuguese partners to promote local food consumption, focusing on soups, an integral part of traditional Portuguese cuisine, made with diverse vegetables, legumes, olive oil, and sometimes by-products. DM4You monitors 80 healthy participants over three months to assess dietary habits, focusing on soup and fruit consumption. This crossover study evaluates the influence of diet on health, offering insights into sustainable and health-promoting dietary practices. Full article

Climate change is an irreversible crisis that urgently calls for social transformation to protect human livelihood and environmental stability. Establishing awareness, building environmental literacy, and citizens’ mobilization are the steps toward sustainable change in giving a legacy of hope to future generations. This research explores major psychological and social drivers of pro-environmental behavior, considering the influence of HEXACO personality traits, climate anxiety (CCW), and social media engagement (SMI) on sustainable consumption (SC) and climate action intentions (CCI). Our findings revealed th eco-guilt (EGQ) and environmental empathy (EE) are immediate drivers for climate action, while long-term nurturance of eco-grief (ECOG) leads to engagement, supporting the notion that different emotions uniquely contribute to pro-environmental intentions. In terms of personality predictors, HEXACO’s traits of emotionality (E), honesty-humility (HH), and openness (O) are revealed to be significant, with emotionality also moderating the relationship between eco-grief and climate change action. The results reveal that connectedness to nature (CTN) and moderate levels of climate anxiety synergistically promote sustainable consumption intentions, while demographic factors such as gender, education levels, and exposure to social media moderate these intentions. Females also show a higher level of climate action intention in response to eco-guilt and eco-grief, while individuals with higher levels of education are more responsive to climate-related social media content, increasing their sustainable consumption behaviors. In exploring such interactions, this study aims to add to the understanding of what drives people toward valued environmental behaviors and, in turn, to inform effective climate advocacy, education, and personality-driven strategies to promote environmental engagement. Full article

Children and adolescents face a wide variety of developmental changes and environmental challenges, and it is estimated that at least one in five children aged 3–17 will experience behavioral or mental health issues. This period of life coincides with major changes in brain structure and function that have profound long-term consequences for learning, decision-making (including risk taking), and emotional processing. For example, continued development of the prefrontal cortex in adolescence is a sensitive period during which individuals are particularly susceptible to risky behaviors, environmental stressors, and substance use. While recent advances in mental health literacy programs have paved the way for increased awareness of the benefits of mental health curricula in schools, these efforts could be greatly bolstered with support in basic neuroscience education in developmentally appropriate and area-specific content. Here, we provide a discussion on the basic structural and functional changes occurring in the brain throughout childhood, how this contributes to changes in cognitive function, and the risk factors posed by early life adversity, stress, and drug use. Finally, we provide a perspective on the benefits of integrating findings from the field of neuroscience and suggestions for tools to better equip students, teachers, administrators, and school mental health staff to provide new directions for addressing the mental health crises faced by millions of children and youth each year. Full article

Background: Food literacy is associated with sustainable food systems and encourages individuals to adopt healthy eating habits. However, there is no validated method that can be used to measure food literacy related to sustainable food systems of Turkish adults. This research aimed to assess the validity and reliability of the Turkish adaptation of the “Food Literacy (FOODLIT) Tool” for Turkish adults. Methods: The study involved 328 people aged 19 to 58 years. The FOODLIT-Tool is a five-point Likert-type scale consisting of 24 items and five factors (“culinary competencies”, “production and quality”, “selection and planning”, “environmentally safe” and “origin”). Results: The Cronbach’s alpha coefficient was applied to assess internal consistency reliability, showing an excellent scale coefficient of 0.927. The model was evaluated with a confirmatory factor analysis (CFA). The findings of the CFA suggested that the fit indices were acceptable (χ²/df = 1.257, comparative fit index: 0.991, goodness-of-fit index: 0.977, normed fit index: 0.990 and root mean error of approximation: 0.028). Furthermore, there was a positive relationship between the FOODLIT-Tool score and the “Sustainable and Healthy Eating Behaviors Scale” (SHEB) score (r = 0.518, p < 0.001). Conclusion: Our study shows that the Turkish version of the FOODLIT-Tool integrated with sustainable food systems is a valid and reliable measurement tool for assessing the food literacy of Turkish adults. Full article

Agricultural education is a fertile framework for environmental and sustainability education (ESE). Hence, ‘farm-schools’, which are learning settings around agriculture, can and should play a crucial role in promoting ESE. Farm-school teachers are key to realizing this potential. Therefore, the aim of this study was to examine the perspectives of farm-school teachers concerning the role of farm schools in conducting ESE and their role as environmental and sustainability educators. The research employed a mixed methodology. Quantitative data from close-ended sections of the questionnaire enabled evaluation of the teachers’ environmental literacy and citizenship attributes, which are fundamental for their capacity to incorporate ESE within their teaching. Open-ended sections of the questionnaire and interviews provided in-depth information regarding the teachers’ perspectives and practices concerning ESE (content, values, and pedagogies) within the framework of farm schools. Findings indicate that these teachers have pro-environmental dispositions in their individual lives and as educators and that they incorporate ESE within their teaching, but they exhibit a relatively narrow perspective regarding ESE, focusing largely on content knowledge, with limited focus on values discourse. Providing professional development tailored to the specific attributes and needs of these agriculture teachers will strengthen their capacities in teaching the strategies inherent to ESE, such as facilitating in-depth critical discourse around socio-environmental dilemmas. This will contribute to realizing the full potential of farm schools in terms of contributing to the crucial area of ESE within the educational system, employing agriculture as the curricular platform. Full article