PLANETARY HEALTH EDUCATION AND ECOLOGICAL COMPETENCIES IN NURSING TRAINING: AN INTEGRATIVE REVIEW

Abstract

The objective was to analyze the quality of teaching in human health and planetary health during nursing education, identifying curricular gaps and structural challenges. This is an integrative review using databases and manual searches on organizational websites and reference lists. The study was structured according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the Whittemore and Knafl framework. Seventy-one articles were found, and after applying the criteria, the final sample consisted of four studies. The analysis revealed fragmented and heterogeneous curricular incorporation with a scarcity of practical experiences. It also observed a limitation in the training of nurses to act as political agents, formulating and directing public policies and advocating for planetary health, as well as an absence of structured curricular guidelines and systemic evaluation of social impact. It was found that, although nurses play a strategic role in human care by integrating the promotion of sustainability, recognizing that the survival of civilization depends on a healthy ecosystem, structural gaps in academic training still persist, compromising the consolidation of these competencies. Therefore, it is recommended that integrated curricular guidelines be strengthened throughout the training and that interdisciplinary methodological strategies focused on practice be developed.