Nurses Achieving the Sustainable Development Goals: The United Nations and Sigma

Nursing Research on the United Nations Sustainable Development Goals-A Bibliometric Analysis

AIM

The aim of this study is to map nursing publications on the United Nations Sustainable Development Goals (SDG) in Web of Science, highlighting trends, key contributors, and central research themes to identify potential areas for future research.

BACKGROUND

The globally-spanning 2030 Agenda promotes sustainable development using research technology and scientific innovation. However, research data availability is a challenge. By conducting big data analyses, using all available nursing research literature indexed in the Web of Science database (Core Collection) pertaining to this field, aid in understanding and advancing this area.

METHODS

This study adopts a cross-sectional descriptive bibliometric study design.

RESULTS

The search yielded 131 publications, comprising 116 articles (89%) and 15 review articles (11%). This can be compared to adjacent disciplines such as Internal General Medicine (n = 360), Nutrition/Dietetics (n = 171), and Paediatrics (n = 152). The leading countries in publication output were the United States, Australia, and the United Kingdom. Among the included publications, only eight SDGs were addressed: SDG3 (Good Health and Well-Being), SDG13 (Climate Action), SDG4 (Quality Education), SDG5 (Gender Equality), SDG6 (Clean Water and Sanitation), SDG16 (Peace, Justice, and Strong Institutions), SDG1 (No Poverty), and SDG9 (Industry, Innovation, and Infrastructure).

CONCLUSIONS

The findings indicate a scarcity of articles in nursing publications focusing on the SDGs, suggesting insufficient evidence of nursing's contributions to these goals-particularly beyond SDG3.

IMPLICATIONS

This study provides a comprehensive bibliometric review and analysis of existing nursing publications on the SDGs. The results offer valuable insights for future research areas related to the SDGs, particularly for nursing scholars, clinicians, managers, and policymakers concerned with the underrepresentation of nursing publications. To address this gap and advance both the SDGs and quality patient care, action plans should be developed to integrate the SDGs into daily nursing practice. No Patient or Public Contribution. This study was a bibliometric analysis.

Original Research: Nurses' Perceptions of the Role of Nursing Organizations in Promoting Engagement with the Sustainable Development Goals: A Global Study

BACKGROUND

RNs are integral to achieving the United Nations' 17 Sustainable Development Goals (SDGs). Professional nursing organizations can play a significant role in educating and preparing nurses to work more effectively toward achieving the SDGs. While there is much literature that speaks to the importance of nurses engaging in these goals, there is a lack of research that has explored nurses' perceptions of the role of professional nursing organizations in promoting SDG-related knowledge and engagement. Since 2012, Sigma Theta Tau International Honor Society of Nursing (Sigma) has been formally accredited as a nongovernmental organization with special consultative status to the United Nations Economic and Social Council. As such, Sigma is committed to educating RNs about the SDGs and engaging them in working to advance the goals.

PURPOSE

This study examined RNs' learning preferences regarding the SDGs, and their perceptions of their professional nursing organization's engagement in advancing these goals, its recognition of nursing's contributions to these goals, and its impact on increasing nurses' knowledge of these goals.

METHODS

This descriptive cross-sectional study used convenience and snowball sampling methods to recruit participants from multiple countries. Data were collected via an anonymous online survey. Descriptive and nonparametric statistics were used for data analysis.

RESULTS

The majority (84%) of Sigma members enrolled in this study believed Sigma should be actively engaged in advancing the SDGs. Forty-eight percent were aware of Sigma's engagement and 44% reported that Sigma had increased their knowledge of the SDGs. When comparing participants who were Sigma members to those who were not, Sigma members had significantly higher levels of perceived knowledge of the SDGs and higher levels of belief that nurses are integral to SDG advancement. There were no significant between-group differences regarding nurses' desire to know more about the goals, what nurses are doing to advance them, and how to take action themselves. Participants' top 3 preferred means of learning about the SDGs were emailed and online newsletters (28.8%), webinars and online presentations (24.3%), and internet websites (14.9%).

CONCLUSIONS

The results of this study underscore the importance of professional nursing organizations' efforts to increase nurses' engagement with the SDGs and can be used in developing multilevel strategies to further educate nurses about the SDGs.

Nursing and planetary health: A discussion article

This discussion article discusses the integration of planetary health into nursing practice and education, highlighting the transformative potential of this approach in improving global health outcomes. Planetary health emphasizes the interdependence between human health and the health of our planet's ecosystems, advocating for a sustainable approach to healthcare. This article explores how nursing practice can incorporate planetary health principles to address environmental determinants of health and promote sustainable practices. It also discusses the role of nursing education in preparing future practitioners to understand and act on the links between environmental sustainability and health. By aligning nursing education with planetary health objectives and fostering leadership in this area, the nursing profession can contribute significantly to addressing global health challenges, advocating for systemic changes, and implementing practices that protect both human and environmental health.

Use and impact of the ANA Code: a scoping review

Adherence to professional ethics in nursing is fundamental for high-quality ethical care. However, analysis of the use and impact of nurses' codes of ethics as a part of professional ethics is limited. To fill this gap in knowledge, the aim of our review was to describe the use and impact of the Code of Ethics for Nurses with Interpretive Statements published by the American Nurses Association as an example of one of the earliest and most extensive codes of ethics for nurses with their interpretative statements and constituting a strong basis for the International Council of Nurses' Code of Ethics for Nurses. We based our review on previous literature using a scoping review method. We included both non-scientific and scientific publications to provide an analysis of codes of ethics which can be utilized in development and revision of other nurses' codes of ethics. In the searches, we used CINAHL and PubMed databases limiting publications to texts with a connection to the Code of Ethics for Nurses published from January 2001 to November 2022 and written in English. Searches yielded 1739 references, from which 785 non-scientific and 71 scientific publications were included for analysis of the data. Although non-scientific and scientific publications addressed different number of categories, the results indicated that in the both groups the use and impact focused on professional ethics, nursing practice, and work environment and less on education, research, or social health issues. Nurses' ethical standards were not addressed in non-scientific publications, and clinical issues and leadership were not in focus in scientific publications. To increase evidence-based knowledge of the impact of codes of ethics additional research is needed. Good scientific conduct was followed.

Fostering Professional Identity Formation and Motivation for Joining Nursing and Midwifery Programmes among Undergraduate Nursing/Midwifery Students and Recent Graduates in Uganda

Introduction: The development of a strong professional identity is influenced by the motivation behind enrolling in a nursing or midwifery programme. Professional identity is a driving force that sustains the commitment of nurses and midwives to nursing/midwifery and their dedication to the well‑being of those they serve. This study evaluated Ugandan students' reasons for enrolling in nursing and midwifery programmes. Furthermore, we investigated the nurse/midwifery practices that support professional identity creation in recent graduates and undergraduate nursing/midwifery students. Methods: A mixed‑method research approach was employed amongst nursing/midwifery students of Makerere University and Mbarara University of Science and Technology and recent nursing/midwifery graduates from Mulago National and Mbarara Regional referral hospitals. We collected quantitative data from 173 participants, and for qualitative data, we conducted six focus group discussions among recent graduates and students of nursing/midwifery. We used descriptive statistics and thematic analysis to analyse the quantitative and qualitative data. Results: Nearly all - 95.4% (165/173) - of the participants were motivated to undertake nursing/midwifery as their programme of study, and 94.2% (163/173) participants identified as nurses/midwives, all with an average score above 3. They also strongly agreed that they took up the programmes because they wanted to learn new things [111/173 (64.2%)] and considered nurses' groups important [68.8% (119/173)]. Participants proposed measures to promote the formation of professional identity among students and graduates, including the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and embedding of ethical principles, recognition and motivation, mentorship, leadership, career guidance and the inclusion of men and challenging of gender stereotypes. Conclusion: Participants were motivated to work in nursing. The ways to promote professional identity included the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and instillation of ethical principles, recognition and motivation, mentorship, leadership, career guidance and male inclusiveness and the challenging of gender stereotypes. Nursing and midwifery leadership needs to provide guidance, mentorship and empowerment; challenge gender stereotypes in nursing/midwifery practice; and give support while advocating for ethical practice.

Nursing Education for Sustainable Development: A Concept Analysis

BACKGROUND

Sustainability represents an increasingly vital yet inconsistently implemented topic in nursing education. Formal concept analysis can promote unified conceptualisation to inform sustainability integration in nursing curriculums.

OBJECTIVE

Analyse the concept of 'nursing education for sustainable development' using the Walker and Avant framework to clarify meaning and application in nursing programmes.

METHOD

The literature was systematically searched for attributes, antecedents and consequences used to formulate a concept definition, and compared to existing conceptualisations.

RESULTS

Core concept attributes are interconnectedness of human/ecological health, sustainability-focused curriculums, competency cultivation and social justice orientations. Antecedents include recognising ecological determinants of health and committed nursing faculty. Consequences encompass the preparation of sustainability-competent nurses and elevated nursing contributions to sustainable health systems.

CONCLUSION

The concept analysis provides an original synthesised perspective advancing coherence and applicability to guide sustainability education in nursing programmes through a translational framework for competency, curriculum design and content delivery approaches.

REPORTING METHOD

We followed the guidelines outlined in the Walker and Avant framework in the conduct and reporting of this paper.

PATIENT OR PUBLIC CONTRIBUTION

No patient and public contribution.

Advancing sustainable healthcare: a concept analysis of eco-conscious nursing practices

BACKGROUND

As the healthcare sector grapples with its environmental footprint, the concept of Eco-conscious Nursing emerges as a pivotal framework for integrating sustainability into nursing practice. This study aims to clarify and operationalize Eco-conscious Nursing, examining its attributes, antecedents, consequences, and providing operational definitions to guide future research and practice.

METHODS

Utilizing a systematic literature review across PubMed, Google Scholar, and CINAHL Ultimate, this study identifies and analyzes existing theories, frameworks, and practices related to eco-conscious nursing. Through conceptual analysis, key attributes, antecedents, and consequences of Eco-conscious Nursing are delineated, leading to the formulation of comprehensive operational definitions.

RESULTS

The study reveals Eco-conscious Nursing as a multifaceted concept characterized by environmental stewardship, sustainable healthcare practices, and a commitment to reducing the ecological impact of nursing care. Operational definitions highlight the role of education, awareness, and institutional support as antecedents, with improved environmental health and sustainable healthcare outcomes as key consequences.

CONCLUSION

Eco-conscious Nursing represents a crucial ethos for the nursing profession, emphasizing the necessity of sustainable practices within healthcare. The operational definitions provided serve as a foundation for embedding eco-conscious principles into nursing, addressing the urgent need for sustainability in healthcare settings. Future research should focus on the empirical application of these definitions and explore the economic and cross-cultural dimensions of eco-conscious nursing.

Nursing students' and educators' perspectives on sustainability and climate change: An integrative review

AIM

To identify and synthesize research on the awareness, attitudes and action related to sustainability and climate change from the perspective of nursing students and educators globally.

DESIGN

Integrative review.

METHODS

The review was guided by Whittemore and Knafl. Included studies were appraised using the Mixed Methods Appraisal Tool. A deductive content analysis based on Elo and Kyngäs' methodology was employed.

DATA SOURCES

CINAHL, MEDLINE, EMBASE, Web of Science, British Education Index, GreenFILE and Scopus were searched up to the 8th November 2022.

RESULTS

Thirty-two studies were included in the review. Two studies included nursing educators in their samples, the rest focused solely on students. Findings suggest that whilst some students were aware of sustainability issues and felt that nurses have a responsibility to mitigate climate change, others showed limited awareness and believed that nurses have more important priorities. A global interest was seen among students for increased curricular content related to sustainability and climate change. Waste management and education of others were suggested actions students can take; however, barriers included lack of confidence and limited power.

CONCLUSION

There is a need for sustainability education within nursing curricula, accompanied by student support.

IMPLICATIONS FOR THE PROFESSION

The review acts as a starting point to make sustainable healthcare and climate change mitigation integral aspects of nursing.

IMPACT

Sustainability education within nursing curricula can positively impact on sustainable healthcare and climate change mitigation. More research is needed on the perspectives of nursing educators.

REPORTING METHOD

The review is reported according to the PRISMA guidelines.

PATIENT OR PUBLIC CONTRIBUTION

No Patient or Public Contribution.

Nurses' Workplace Social Capital and Sustainable Development: An Integrative Review of Empirical Studies

Aim

The purpose of our review was to assess the role of nurses' workplace social capital in meeting the Sustainable Development Goals (SDGs) of the United Nations (UN).

Background

In 2015, the 2030 Agenda for Sustainable Development with 17 universal goals was adopted by members of the UN. Although nurses have been acknowledged as important contributors to sustainable development, they still have difficulties in connecting their work to the SDGs. Nurses' workplace social capital is an important concept in nursing management due to its constructive consequences. However, the potential association between nurses' workplace social capital and the SDGs has not been evaluated. Evaluation. We conducted an integrative review, following the methodology of Whittemore and Knafl. Seven databases, Medline, CINAHL, Web of Science, Cochrane Library, Embase, PsycINFO, and Scopus with no restriction on publication year, were searched in May 2023 to identify statistically significant empirical evidence. Only peer-reviewed research papers published in English language journals were considered. We applied the Mixed Methods Appraisal Tool to evaluate the quality of the selected articles. We categorized outcomes of nurses' workplace social capital into themes and connected them to the SDGs through repeated comparisons and discussions. Key Issues. Twenty-nine of 2,188 retrieved articles were included in the final data analysis. Twenty-three outcomes of nurses' workplace social capital were identified, and three themes were abstracted. Nurses' workplace social capital is positively associated with SDG 3 (good health and well-being), SDG 8 (decent work and economic growth), and SDG 17 (partnerships for the goals).

Conclusion

Findings of our integrative review shed light on the importance of nurses' workplace social capital and the role of nurses in achieving the global movement for sustainable development. Implication for Nursing Management. Investment in nursing workforce and nurses' workplace social capital can further strengthen the position of nurses to support and deliver the SDGs.

Toward diverse SOGIESC-transformative theorizing in nursing: A revisitation and expansion of Im and Meleis' guidelines for gender-sensitive theorizing

Over two decades have passed since Im and Meleis proposed "gender-sensitive theories" as a category of nursing theories in 2001. Since then, the global conditions of women and minoritized identities across the various spectra of sexual orientation, gender identity and expression, and sexual characteristics (SOGIESC) have changed. Moreover, feminist theorizing has evolved, prompting the need to update how nurses theorize and research the interactions of gender and health in their practice. This discursive essay aims to (1) provide a summary of Im and Meleis' characterization and guidelines in the development of gender-sensitive theories in nursing and present exemplars that use these guidelines; (2) assess the gender-sensitive nursing theory guidelines in terms of gender-responsiveness; and (3) expand the transformative potential of gender-sensitive theorizing in nursing by proposing Diverse SOGIESC-Transformative Theories. Diverse SOGIESC-Transformative Theories include three additional aspects to enhance the transformative potential of gender-responsive theorizing in nursing: inclusion of diverse SOGIESC, elaboration of intersectionality, and consideration of men and masculinities.

Original Research: Nurses' Knowledge and Attitudes Regarding the Sustainable Development Goals: A Global Study

BACKGROUND

Nurses have a critical role to play in achieving the United Nations' 17 Sustainable Development Goals (SDGs). While Goal 3 (good health and well-being) is of particular importance to nursing, every SDG contributes to the advancement of universal health and well-being. Yet many nurses are unfamiliar with the SDGs and how they relate to everyday nursing practices.

PURPOSE

The purpose of this study was to examine RNs' knowledge of and attitudes toward the SDGs.

METHODS

This study used a descriptive correlational cross-sectional design. A convenience sample of RNs from multiple countries completed an anonymous online survey that included eight demographic items and 25 items exploring participants' knowledge of and attitudes toward the SDGs. Descriptive, parametric, and nonparametric statistics were used to analyze the data.

RESULTS

The majority of nurses in this study perceived themselves as lacking knowledge of the SDGs. Most wanted to know more, including how they could take action to help achieve the goals. Overall, participants agreed that the SDGs are relevant to nursing practice and that nurses are integral to their advancement. Participants who were younger than age 50, those living in the United States, and those who practiced primarily in a clinical or community setting were more likely than others to self-report lower SDG knowledge scores.

CONCLUSIONS

The study findings contribute to our collective understanding of RNs' knowledge and attitudes regarding the SDGs. They can assist nurse educators and leaders worldwide in developing targeted strategies to better inform nurses and prepare them for actions that will advance these goals. Increasing nurses' knowledge of the SDGs, especially as these goals relate to daily clinical practice, may lead to greater nursing engagement and impact.

Nursing action towards the sustainable development goals: Barriers and opportunities

BACKGROUND

Climate change, poverty, hunger and complex diseases are just some of the many wicked problems impacting human health. The Sustainable Development Goals aim to alleviate these and many other global issues. Although the nursing profession is paramount to successfully achieving the goals, nurses require increased education to maximise their contributions.

OBJECTIVES

The aim of this study was to determine the impact of education on graduate nurses' action towards the Sustainable Development Goals.

DESIGN

This study applied a qualitative case study methodology.

SETTING

The study took place within an Australian Higher Education institution. Graduate nurses working in clinical settings were invited to reflect on the Sustainable Development Goals.

PARTICIPANTS

Participants included thirteen graduate nurses (n = 13) working in a variety of clinical settings that had completed the final year capstone subject.

METHODS

Individual semi-structured interviews were undertaken with graduate nurses who undertook education on the Sustainable Development Goals in an undergraduate Bachelor of Nursing capstone subject. The interviews were transcribed and thematically analysed.

FINDINGS

Data was analysed through two lens focusing on the barriers and opportunities for action towards the Sustainable Development Goals. Three core barriers were identified as 'Drowning'; 'Powerless'; and 'Invisible'. Three key opportunities were designated as 'War on Waste'; 'Front and Centre'; and 'Revolutionary Leadership'.

CONCLUSIONS

Educating undergraduate nurses on the Sustainable Development Goals had limited impact on specific graduate nurses' action towards the goals due to significant barriers within the healthcare system. However, graduate nurses recognised the importance of contributing to the goals and identified opportunities for future action. Education providers and the healthcare industry should work in partnership to create a more sustainable future for healthcare.

Nurses' lived experience of peacebuilding

Nursing has a unique opportunity to address issues of structural violence that contribute to poor health outcomes. Models for designing nursing care relative to the social determinants of health can be adapted from the discipline of peace studies and the phenomenon of peacebuilding. The aim of this qualitative study was to describe the lived experience of peacebuilding from the perspective of community or public health nurses. Interviews were conducted with eight participants. Attributes of the peacebuilder included fostering human relationships that value the inherent worth and dignity of others, nurturing a character of humility and moral courage, and contemplating the personal cost of engaging in prolonged processes of peacebuilding. Practices of peacebuilding included mediating conflict through multilayered processes, accompanying others to places of empowerment, and utilizing interdisciplinary teaching and learning to build capacity for change. Increasing an understanding of the lived experience of peacebuilding by nurses is relevant to nursing research, theory, and practice, and adds to a broader understanding of peacebuilding.

Enhancing the education of paediatric nurses: A positive step towards achieving sustainable development goals

AIM

The aim of this discursive paper was to describe and expound on how paediatric nurses will be able to address the needs of children and adolescents through the lens of selected Sustainable Development Goals (SDGs) in Rwanda.

DESIGN

A discursive analysis of SDGs relating to the roles of paediatric nurses in the context of Rwanda.

METHODS

A discursive method using SDGs as a guiding framework is used in this paper. We drew on our own experiences and supported them with the available literature.

RESULTS

A collection of contextually relevant examples of how paediatric nurses will be able to address the needs of children and adolescents through the lens of selected SDGs in Rwanda was discussed. The selected SDGs expounded on were: no poverty, good health and well-being, quality of education, decent work and economic growth, reduced inequalities, and partnerships for the goals.

CONCLUSIONS

There is no doubt that the paediatric nurses in Rwanda play undeniable key roles in attaining SDGs and their targets. Thus, there is a need to train more paediatric nurses with the support of the interdisciplinary partners. Collaboratively, this is possible in the bid to ensure equitable and accessible care to the current and future generations.

PUBLIC CONTRIBUTION

This discursive paper is intended to inform the different stakeholders in nursing practice, research, education and policy to support and invest in the advanced education of paediatric nurses for attainment of the SDGs.

Sustainable Development Goals in Ireland: How Public Health Nurses Are Contributing Through Engagement in an Interagency Community Pediatric Clinic

Introduction

United Nations Sustainable Development Goals (SDGs) were adopted as a plan of action for people, planet, and prosperity by 2030. SDG 3 aims to ensure healthy lives and promote well-being for all ages, and other goals focus on reduction of inequality, abolition of poverty, decent work for all, and building effective, accountable, and inclusive institutions. A community pediatric clinic, Kidscope, was established in a vulnerable Irish community offering free developmental assessment and onward referral of children 0 to 6 years. The Kidscope model involves multiagency input with local public health nurses (PHNs) acting as fundamental partners in the provision of specialist early years support to vulnerable children and families. This study evaluates PHN involvement in Kidscope in the context of SDGs.

Objective

To record and understand PHN roles within Kidscope and to capture their contribution to achieving SDGs in a disadvantaged Irish community.

Methods

Qualitative stakeholder analysis and mapping design. Snowball sampling identified participants. Data collection involved scoping interviews, questionnaires, one-to-one interviews, and a focus group. A Stakeholder Matrix Table was developed in line with the guiding framework. Transcripts were thematically analyzed.

Results

PHNs are key stakeholders in Kidscope contributing to clinic development, delivery, and sustainability. Six themes were identified: lead referrers, in-clinic support, learning and education, child and family follow-up, specialist early years role, and partnership working. PHNs contribute to six SDGs through the Kidscope model.

Conclusion

PHNs are fundamental partners in achieving SDGs in a disadvantaged Irish community through ameliorating childhood developmental delay by intercepting the gap within Ireland's early intervention system and disrupting the impact exclusion to healthcare has on vulnerable children and their families. Findings underscore a shift from the current "cradle to grave" model of working toward a specialist early years PHN role.

The nurse as peacebuilder: Intersections of health and peace

The purpose of this review is to examine peacebuilding as a concept relevant to nursing practice. A historical view of Lilian Wald's contribution to public health nursing sets the stage for nursing's commitment to the ethics of social justice and responsibility to address the social determinants of health as root causes to health inequities. The interweaving of health and peace are highlighted through exploration of works from leading organizations in health and nursing, nationally and globally. Finally examples of current peacebuilding in public health nursing are highlighted.

Improving Global Health and Nursing's International Influence

The increasing power and political involvement of nurses globally via international nursing organizations, such as Sigma Theta Tau, International and the International Council of Nurses, as well as in International Health Organizations, like Partners in Health, are discussed in this paper. The voice of nurses, like Holly Shaw at the United Nations, and influence of nurses in leadership positions, like Shelia Davis at Partners in Health, are examples of nurses using increasing power and influence in improving health globally. A brief nursing perspective on power is also included.

Climate Change, Public Health, Health Policy, and Nurses Training

There are few educational programs in the United States that have a primary focus on preparing nurses to engage in all levels of public health, health policy, and climate change. The United Nations sustainability development goals (SDG) and the Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity (2021) report underscored the importance of key stakeholders, including nurses, engaging in advocacy and policy to promote health equity. We discuss the role of nursing at the intersection of public health, policy, climate change, and the SDG. We also discuss the history and merger of the University of California San Francisco (UCSF) School of Nursing public health and health policy specialties, a significant innovation in our effort to promote health equity. We provide a brief overview of the redesigning of our curriculum that meets the needs of today's learners by including content on climate change, data analytics, and racial, social, and environmental justice. Finally, we emphasize the need to train the next cadre of nurses interested in careers in public health and health policy for us to meet the challenges facing our communities. (Am J Public Health. 2022;112(S3):S321-S327. https://doi.org/10.2105/AJPH.2022.306826).

The Nurse+Engineer as the Prototype V-Shaped Professional

BACKGROUND

Descriptions of convergence research include promises to solve complex societal problems, such as environmental determinants of health and social determinants of health, through the integration of diverse disciplines, such as nursing and engineering, to create novel frameworks, such as the V-shaped professional.

PURPOSE

The purpose of this paper was to define the nurse+engineer as a prototypical V-shaped professional.

METHODS

Starting from a description of the I-shaped discipline of nursing and the I-shaped discipline of engineering, we follow an intentional pathway to define the concept of the nurse+engineer as a new V-shaped professional.

FINDINGS

Examples of the nurse+engineer at the bedside and the nurse+engineer in the community are highlighted to support a theoretical definition of the V-shaped nurse+engineer.

DISCUSSION

Implications of the nurse+engineer in the workforce and practical recommendations for training nurse+engineer professionals are provided to improve healthcare policy, practice, research, and education through scientific discovery and innovation.

All Nursing Is Global Nursing

Editor's note: Sigma Theta Tau International Honor Society of Nursing is a global organization focused on leadership and scholarship, with more than 135,000 members from over 100 countries. This first article in a series highlights why global nursing should matter to U.S. nurses and offers an overview of organizations within the global nursing community.