“Education is compassionate process that empowers learners to think critically, and act ethically.”
1. Could you share your journey as an academic and lecturer—what experiences shaped your path toward teaching health education?
My path to becoming a lecturer has been shaped by a convergence of personal interests, professional experiences, and a dedication to serve others. I perceive education as a means of transmitting knowledge and instigating change by promoting my beliefs. As a clinical instructor, I instructed numerous students and interacted with diverse patients in clinical settings. Throughout my post graduate studies, I cultivated a strong interest in research focused on health promotion and behaviour change. I found theoretical frameworks like Roy’s Adaptation Model particularly interesting, since it elucidates how individuals respond to internal and external stimuli and maintain health during illness or life transitions (Roy, 2018). These findings intensified my desire to use theory in meaningful ways for diverse groups of learners.
Upon initiating my teaching career, I recognized the significance of culturally responsive education that fosters active learning among students. Researchers have determined that these tactics enhance health students’ involvement, augment their critical thinking skills, and cultivate their professional identity (Billings & Halstead, 2023; O’Connor et al., 2021).
I no longer exclusively provide lectures; I view my work as including more than that. I educate aspiring professionals in ethical decision-making and provide them with the essential tools to become catalysts for change. Upon reflection, I am increasingly persuaded that education is most efficacious when it is participative, universally accessible, and relevant to real-world challenges (Bates et al., 2022).
2. How have your previous academic and professional experiences influenced your current desire to collaborate in learning across several disciplines?
My experience in academic and professional practice have increased my interest in interprofessional education. During my academic and professional experiences in health and education, I found that complex health issues often surpass disciplinary borders. Collaboration among professional members in community health initiatives, together with nurses and other health care professionals, resulted in enhanced outcomes (Reeves et al., 2021).
3. As an instructor, which personal experiences have been the most fulfilling in supporting the next generation of healthcare professionals?
According to my experience as an educator, I noted that the most gratifying moments occurred when students synthesized classroom knowledge with practical applications and perceive themselves as a proficient health professional. Their path from students to advocates for health equity has been noteworthy, especially as health education focuses on preparing graduates to address social determinants of health (World Health Organization, 2023).
4. How have you employed your teaching to instruct your students on embracing more ecologically sustainable practices?
I have incorporated environmental factors, like workplace conditions, training and education, into my lesson planning and classroom activities. It helps students in understanding the effects of professional choices on health care systems, communities, and the environment. Recent research shows that including sustainability into health education increase systems thinking, ethical awareness, and leadership skills essential for addressing global health challenges (Holden & Howlett, 2021; Lenzen et al., 2023). Students feel that sustainability involves more than just environmental concerns through reflection. It requires guaranteeing that the entire healthcare system is resilient, equitable, and ethically sound (World Health Organization, 2022).
5. Have you utilized innovative teaching methods, such as simulation laboratories, digital tools, or case studies, to enhance students’ comprehension of sustainability? Please provide details regarding the successful elements and their underlying reasons.
An example involved a simulation laboratory exercise where nursing and allied health students worked together. Data indicates that simulation-based learning improves students’ understanding of sustainability by engaging them in practical, real-world situations (Ryan et al., 2022; Rees et al., 2023). Holden and Howlett (2021) contend that learning with experience increases deep reflection, systems thinking, and a dedication to sustainability in healthcare.
Case-based learning shows advantages for students by establishing a link between sustainability and ethical clinical decision-making. Students not only gained academic knowledge of sustainability but also enhanced their decision-making abilities in real contexts.
6. What are your students’ responses or remarks when you address environmental responsibility and sustainability in class?
I have noted that students demonstrate markedly increased ttention, engage in critical analysis, and cultivate a sense of professional responsibility, when instructional activities prioritize environmental stewardship and sustainability. At the beginning, some students perceive sustainability as a negligible issue, focusing only on clinical or procedural outcomes. Recent studies show that integrating sustainability principles into healthcare education fosters transformative learning and equips students with the necessary abilities to link environmental stewardship with patient care and health equity (Ryan et al., 2022; Rees et al., 2023).
7. Can you provide an example where students from various disciplines collaborated and improved their comprehension of ecologically sustainable healthcare delivery?
Nursing, allied health, and public health students collectively organised health fair promoting healthy living while reducing environmental impact. The discourse focused on the implications of choices like employing single-use products or opting for particular transportation methods on environmental and community health.
This experience corroborates research demonstrating that interprofessional education enhances collaborative problem- solving, systems thinking, and sustainability competencies among healthcare students (Olson et al., 2022; Reeves et al., 2021).
8. Based on your teaching experience thus far, what insights have you acquired concerning the education of students to become competent healthcare professionals and advocates for sustainability?
As an educator, I have observed that teaching students to become skilled healthcare practitioners and champions for sustainability requires the combination of theory, practice, and reflection. At the beginning of my career, I saw that students required technical skills; but they also needed comprehension of ethics, systems, and their obligations to the environment and society as a whole. Incorporating sustainability into practical applications like case studies, simulations, or community activities enhances students’ understanding of the tangible impacts of their decisions (Ryan et al., 2022; Rees et al., 2023).