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Facilitating an Interprofessional Course on Climate Change and Public Health Preparedness

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  • Heidi Honegger Rogers

    (Office of Interprofessional Education, University of New Mexico Health Sciences, Albuquerque, NM 87131, USA
    College of Nursing, University of New Mexico, Albuquerque, NM 87131, USA)

  • Megan Tucker

    (Organization, Information & Learning Sciences, University of New Mexico, Albuquerque, NM 87131, USA)

  • Mary Pat Couig

    (Organization, Information & Learning Sciences, University of New Mexico, Albuquerque, NM 87131, USA)

  • Vanessa Svihla

    (Organization, Information & Learning Sciences, University of New Mexico, Albuquerque, NM 87131, USA
    Chemical & Biological Engineering, University of New Mexico, Albuquerque, NM 87131, USA)

Abstract

In this paper, we share the theories that guided the design of an interprofessional education course on Climate Change and Public Health Preparedness and how the course supported students’ professional interest and action competence as they move through their education and into their professional work in the context of our unfolding climate crisis. The course was guided by the public health emergency preparedness domains and was built to allow for students to explore applications of the content for themselves and their own profession. We designed the learning activities to support personal and professional interest development and help students move into perceived and demonstrated action competence. For the evaluation of our course, we asked the following research questions: What kinds of personal and professional commitments to action did students propose by the end of the course? Did these vary in depth and specificity and by the number of credits they enrolled in? In what ways did students develop personal and professional action competence over the course? Finally, how did they show personal, professional, and collective agency related to the course content on adaptation, preparedness, and mitigation of the health impacts from climate change? Using qualitative analysis guided by action competence and interest development theories, we coded student writing from course assignments. We also conducted comparative statistical analysis to assess differential impacts for students who enrolled for one versus three credits. The results show that this course design supported students’ progression of knowledge and perceived ability in specific individual and professional collective actions to reduce the health impacts of climate change.

Suggested Citation

  • Heidi Honegger Rogers & Megan Tucker & Mary Pat Couig & Vanessa Svihla, 2023. "Facilitating an Interprofessional Course on Climate Change and Public Health Preparedness," IJERPH, MDPI, vol. 20(10), pages 1-15, May.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:10:p:5885-:d:1151197
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    1. Julien Dupraz & Bernard Burnand, 2021. "Role of Health Professionals Regarding the Impact of Climate Change on Health—An Exploratory Review," IJERPH, MDPI, vol. 18(6), pages 1-14, March.
    2. Frumkin, H. & Hess, J. & Luber, G. & Malilay, J. & McGeehin, M., 2008. "Climate change: The public health response," American Journal of Public Health, American Public Health Association, vol. 98(3), pages 435-445.
    3. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    4. Nelson, C. & Lurie, N. & Wasserman, J. & Zakowski, S., 2007. "Conceptualizing and defining public health emergency preparedness," American Journal of Public Health, American Public Health Association, vol. 97(S1), pages 9-11.
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