Elaboração de livro para o ensino da saúde ambiental na formação de enfermeiros (as), à luz dos objetivos do desenvolvimento sustentável

Abstract

Introduction: Environmental health has gained central importance in Nursing education in light of the challenges posed by climate change, environmental degradation, and socio environmental inequalities. These issues require professionals capable of critically understanding and intervening in the environmental determinants of the health–disease process. Despite its growing relevance, literature and educational practice show that the subject is still addressed in a fragmented manner, with limited curricular integration and weak alignment with the Sustainable Development Goals (SDGs). This gap compromises the training of nurses who are prepared to work ethically, sustainably, and in an integrated manner. Objective: To develop a book for teaching environmental health in nursing education, based on the Sustainable Development Goals. Method: This study was guided by the theoretical and methodological framework of Convergent Care Research (Pesquisa Convergente-Assistencial, PCA). It was carried out with 20 nursing faculty members and 20 nursing students, with 10 faculty members and 10 students from a public higher education institution and 10 faculty members and 10 students from a private higher education institution, between August and September 2025. The research proceeded through four phases: In the conception phase, the theme, objective, theoretical framework, and negotiation with faculty and students were defined. The instrumentation phase included data collection through semi structured interviews, document analysis (Pedagogical Project of the Programs), field observation, and an integrative literature review. The data analysis phase involved categorization, interpretation, and synthesis of information, supported by Bardin’s content analysis. These data guided the development of the preliminary textual content of the book, which was reviewed and evaluated by faculty and students, followed by discussion within the convergence group and assessment by expert judges for refinement of the product. The final version included contributions from a graphic designer. The study was approved by the School of Nursing of Manaus, the Lutheran University, and the Research Ethics Committee of the Federal University of Amazonas. Results: The are presented in the format of a manuscript that identifying scientific productions that address environmental health teaching in nursing education in light of the Sustainable Development Goals, a technical and technological production in the form of a digital book was developed based on a literature review that included studies, guidelines, consensus statements, and recommendations from scientific societies on the subject, enriched with interview data to align it with the realities of the research setting. The 64-page educational technology includes environmental health education and the Sustainable Development Goals (SDGs), particularly Goals 3 (Good Health and Well being), 6 (Clean Water and Sanitation), 11 (Sustainable Cities and Communities), 12 (Responsible Consumption and Production), 13 (Climate Action), and 15 (Life on Land), presented as thematic axes intrinsically related to environmental health. These SDGs relate directly to the ecological, social, and sanitary conditions that determine human well-being and guide reflections on public policies, social responsibility, and professional co-responsibility in environmental care. Conclusion: The book represents an innovative educational technology that strengthens the integration of environmental health into the nursing curriculum by articulating theory, practice, and sustainability. Its implementation contributes to the development of critical, ethical, and socio-environmental competencies, preparing nurses to face contemporary health challenges.