Abstract
The 21st-century climate crisis necessitates a rethinking of the values and beliefs that have escalated environmental degradation (Gardiner, 2011). This presentation explores the concept of the Ecological Self, emphasizing the deep interconnection between individuals and their environment, as a framework for addressing climate change mitigation and adaptation (Bragg, 1996). Although the Ecological Self is highly relevant, its application within nursing education remains underexplored. Nurse educators, who play a crucial role in shaping future professionals, can influence climate change initiatives through this lens.
This presentation aims to clarify the concept of the Ecological Self in nurse educators by examining its attributes, antecedents, and consequences. The analysis draws on African philosophy, specifically Ubuntu, which promotes relationality, interconnectedness, and ecological stewardship, extending humanness to the natural world (LenkaBula, 2008). Freirean critical pedagogy further supports this perspective, advocating for humanizing education that fosters socio-environmental responsibility and engagement with ecological issues (Jones, 2023). Walker and Avant’s (2019) eight-step concept analysis framework was used to review a range of literature sources, aiming to clarify the conceptual identification and meaning of the Ecological Self in nurse educators. Key findings include:
a) Antecedents: ecological awareness, educational background, and institutional support.
b) Processes: integrating ecological concepts into curricula, reflective practice, and collaborative learning.
c) Outcomes: enhanced ecological literacy, improved patient care, and nurse educators as advocates for ecological health and social justice.
This study emphasizes the importance of nurse educators viewing themselves as part of the natural world, fostering respect, empathy, and compassion for ecosystems. It calls for curriculum development that embeds these values and encourages nurse educators to cultivate ecologically conscious, critically engaged, and compassionate professionals. Ultimately, this work contributes to humanizing nursing education by positioning the Ecological Self as a vital dimension of professional growth, with significant implications for curriculum design and fostering environmental and social responsibility.
Notes
References:
Bragg, E. A. (1996). Towards ecological self: Deep ecology meets constructionist self-theory. Journal of Environmental Psychology, 16(2), 93-108. https://doi.org/10.1006/jevp.1996.0008
Gardiner, S. (2011). Is no one responsible for global environmental tragedy? Climate change as a challenge to our ethical concepts. In D. G. Arnold (Ed.), The ethics of global climate change (pp. 38–59). Cambridge University Press.
Jones, N. (2023). Reimagining Freire: Beyond human relations. Cultural Studies of Science Education, 18(2), 205–216. https://doi.org/10.1007/s11422-023-10154-7
LenkaBula, P. (2008). Beyond anthropocentricity – Botho/Ubuntu and the quest for economic and ecological justice in Africa. Religion and Theology, 15, 375–394.
Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (6th ed.). Pearson.
Sigma Membership
Chi Xi at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Climate Change Mitigation, Ecological Self, Nurse Educators, Ubuntu, Freirean Critical Pedagogy, Humanizing Education, Concept Analysis, Health Equity or Social Determinants of Health, Faculty Development, Curriculum Development
Recommended Citation
Matahela, Vhothusa Edward, "The Ecological Self in Nurse Educators: A Concept Analysis from a Humanizing Lens" (2025). Biennial Convention (CONV). 3.
https://www.sigmarepository.org/convention/2025/presentations_2025/3
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-17
The Ecological Self in Nurse Educators: A Concept Analysis from a Humanizing Lens
Indianapolis, Indiana, USA
The 21st-century climate crisis necessitates a rethinking of the values and beliefs that have escalated environmental degradation (Gardiner, 2011). This presentation explores the concept of the Ecological Self, emphasizing the deep interconnection between individuals and their environment, as a framework for addressing climate change mitigation and adaptation (Bragg, 1996). Although the Ecological Self is highly relevant, its application within nursing education remains underexplored. Nurse educators, who play a crucial role in shaping future professionals, can influence climate change initiatives through this lens.
This presentation aims to clarify the concept of the Ecological Self in nurse educators by examining its attributes, antecedents, and consequences. The analysis draws on African philosophy, specifically Ubuntu, which promotes relationality, interconnectedness, and ecological stewardship, extending humanness to the natural world (LenkaBula, 2008). Freirean critical pedagogy further supports this perspective, advocating for humanizing education that fosters socio-environmental responsibility and engagement with ecological issues (Jones, 2023). Walker and Avant’s (2019) eight-step concept analysis framework was used to review a range of literature sources, aiming to clarify the conceptual identification and meaning of the Ecological Self in nurse educators. Key findings include:
a) Antecedents: ecological awareness, educational background, and institutional support.
b) Processes: integrating ecological concepts into curricula, reflective practice, and collaborative learning.
c) Outcomes: enhanced ecological literacy, improved patient care, and nurse educators as advocates for ecological health and social justice.
This study emphasizes the importance of nurse educators viewing themselves as part of the natural world, fostering respect, empathy, and compassion for ecosystems. It calls for curriculum development that embeds these values and encourages nurse educators to cultivate ecologically conscious, critically engaged, and compassionate professionals. Ultimately, this work contributes to humanizing nursing education by positioning the Ecological Self as a vital dimension of professional growth, with significant implications for curriculum design and fostering environmental and social responsibility.
Description
This study explores the concept of the Ecological Self in nurse educators, emphasizing the deep interconnection between individuals and their environment. Grounded in the African philosophy of Ubuntu and Freirean critical pedagogy, it advocates for a humanizing education that fosters socio-environmental responsibility. Antecedents, processes, and outcomes that can facilitate the advancement of the notion in nursing education, research and practice are identified.