<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1695-6141</journal-id>
<journal-title><![CDATA[Enfermería Global]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. glob.]]></abbrev-journal-title>
<issn>1695-6141</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1695-61412017000300651</article-id>
<article-id pub-id-type="doi">10.6018/eglobal.16.3.243151</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Currículum enfermero y estrategias pedagógicas en materia de sostenibilidad medioambiental en los procesos de salud y cuidado]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum nurse and strategies training on environmental sustainability and climate change]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-Nieto]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Medina]]></surname>
<given-names><![CDATA[Isabel Mª]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abad]]></surname>
<given-names><![CDATA[Manuel Linares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grande-Gascón]]></surname>
<given-names><![CDATA[Mª Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-García]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Jaén Departamento de Enfermería ]]></institution>
<addr-line><![CDATA[Jaén ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Jaén Departamento de Enfermería ]]></institution>
<addr-line><![CDATA[Jaén ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>16</volume>
<numero>47</numero>
<fpage>651</fpage>
<lpage>678</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1695-61412017000300651&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1695-61412017000300651&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1695-61412017000300651&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamentos Las enfermeras deben ser conocedoras de cómo afecta el cambio climático a la salud. Para la obtención de estos conocimientos es necesario definir las competencias a adquirir y las estrategias pedagógicas que afronten la sostenibilidad medioambiental en la formación de Enfermería. Objetivo: Describir las dimensiones que debe incluir la formación enfermera en materia de sostenibilidad medioambiental, cambio climático y cuidados de salud y determinar las estrategias pedagógicas más adecuadas.  Métodos Se realizó una revisión narrativa de publicaciones sobre sostenibilidad medioambiental en relación a enfermería y cuidados de salud de los últimos 10 años. Se diseñaron estrategias de búsqueda para quince bases de datos de enfermería y ciencias de la salud. Los resultados se sistematizaron en matrices de datos.  Resultados La formación enfermera en sostenibilidad medioambiental debe incluir contenidos sobre globalización, impacto ambiental, promoción de salud, uso de recursos y gestión adecuada de residuos, alimentos e influencias de los procesos de producción, los efectos del tabaquismo y los efectos ambientales en la salud de la infancia. Los enfoques educativos más adecuados para incluir la sostenibilidad medioambiental en la formación enfermera son la Investigación-Acción Participativa y el aprendizaje basado en problemas.  Conclusiones La formación enfermera en materia de sostenibilidad medioambiental debe incluir competencias en diferentes niveles: en lo individual, comprendiendo los fundamentos y el alcance del problema y actuando consecuentemente en el ámbito profesional y en el personal, y en el plano social, Enfermería tiene un papel clave en la promoción de la salud medioambiental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background Nurses should be knowledgeable about how it affects climate change to health. To acquire this knowledge it is necessary to define competences and educational strategies that tackle environmental sustainability in nursing training. The objective of this paper is to describe the dimensions that should be included in nurse education in the field of environmental sustainability, climate change and health care and determine the most appropriate pedagogical strategies.  Methods A narrative review of publications on environmental sustainability in relation to nursing and health care has been carried out over the last 10 years. Search strategies have been designed for fifteen databases of Nursing and Health Sciences. The results were systematized in various data arrays.  Results Nurse training in environmental sustainability should include contents such as globalization, environmental impact, promotion of health, use of resources and proper management of waste, food and influences of production processes, the effects of smoking and environmental effects on the health of children. Educational approaches, such as the participatory action research and problem-based learning, are more appropriate to include in the nurse training while covering environmental sustainability.  Conclusions  Nurse training in environmental sustainability should include competences at different levels: individual, understanding the rationale and scope of the problem as well as acting accordingly in the professional field and with personnel. Finally, at the social level, nursing has a key role in the promotion of environmental health.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[salud pública y medioambiental]]></kwd>
<kwd lng="es"><![CDATA[cuidados en enfermería]]></kwd>
<kwd lng="es"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[formación basada en competencias]]></kwd>
<kwd lng="es"><![CDATA[problemas ambientales emergentes]]></kwd>
<kwd lng="en"><![CDATA[environment and public health]]></kwd>
<kwd lng="en"><![CDATA[nursing care]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[Competency-Based Education]]></kwd>
<kwd lng="en"><![CDATA[emerging environmental problems]]></kwd>
</kwd-group>
</article-meta>
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