ronmentally sustainable members of the broader
healthcare team. With nursing faculty as role mod-
els, students can become advocates for conscientious
resource utilization while contributing to improved
patient outcomes as a result of their sustainable and
environmentally responsible simulation practices.
Nurse educators are dovetailing a growing global
sustainability education and training movement.
This movement integrates a holistic understanding
using Agenda 2030 and complementary sustainabil-
ity competencies frameworks that emphasize systems
thinking, temporal and strategic thinking, interper-
sonal skills, and ethical literacy (Engle, Barsom, Van-
denbergh, Sterner, & Alter, 2018; Wiek, Withycombe,
& Redman, 2011). By fostering a culture that em-
braces sustainable practices as a global citizen in the
academic setting, we are developing nursing profes-
sionals who understand the importance of dedicating
their careers to sustainable environmental health to
better the lives of patients and our communities.
References
American Nurses Association. (2007). ANA’s principles of environmental
health for nursing practice with implementation strategies. ANA: Silver
Spring, MD. Retrieved from https://www.nursingworld.org
Dragon, N. (2017). Green healthcare: Our environmental warriors. Aus-
tralian Nursing and Midwifery Journal, 25(1), 18-22.
Engle, E., Barsom, S., Vandenbergh, L., Sterner, G., & Alter, T. (2017).
Developing a framework for sustainability meta-competencies. Interna-
tional Journal of Higher Education and Sustainability, 1(4).
Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jef-
fries, P. R. (2014). The NCSBN National Simulation Study: A longitudi-
nal, randomized, controlled study replacing clinical hours with simula-
tion in prelicensure nursing education. Journal of Nursing Regulation,
5(2), Suppl, S3-S40. doi:10.1016/S2155-8256(15)30062-4
International Council of Nurses (ICN). (2018). ICN position statement:
Nurses, climate change and health. ICN: Geneva, Switzerland. Retrieved
from https://www.icn.ch/nursing- policy/position-statements
Kangasniemi, M., Kallio, H., & Pietilä, A. (2014). Towards environmen-
tally responsible nursing: A critical interpretive synthesis. Journal of
Advanced Nursing, 70(7), 1465-1478. doi:10.1111/jan.12347
Wiek, A., Withycombe, L. & Redman, C.L. (2011). Key competencies in
sustainability: A reference framework for academic program develop-
ment. Sustainability Science 6(2), 203-218.
Woda, A., Dreifuerst, K. T., & Garnier-Villarreal, M. (2019). The impact
of supplemental simulation on newly licensed registered nurses. Clinical
Simulation in Nursing, 28, 1-5. doi:10.1016/j.ecns.2018.12.002
Kristal Hockenberry earned a BSN from Waynesburg
University and MSN from Penn State University. She
has worked in various areas, including neurology, im-
munology, OBGYN, school nursing, and family practice.
She is a nursing instructor and simulation lab coordina-
tor at Penn State’s University Park Campus. Areas of
interest include clinical simulation and sustainability
in nursing education and healthcare. She is an active
member of the College of Nursing’s Simulation Commit-
tee and Sustainability Committee.
Darlene Clark has been an assistant teaching professor at
Penn State University, College of Nursing for 28 years.
She focuses on legal, ethical, and genetic issues in nurs-
ing, leadership, and gerontology. She has a special interest
in sustainability and the healthcare environment. She
serves as the College’s Sustainability Council Chair and
as the Faculty Mentor to the Womens’ Leadership Initia-
tive at Penn State.
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Issue 74, 3 2019 Pennsylvania Nurse 18