Other Titles
PechaKucha Presentation
Abstract
Background/Introduction: The UN SDGs provide a globally recognized framework for addressing health equity, environmental sustainability, and social justice. Despite their relevance, integration of the SDGs into RN-BSN curricula remains limited and often lacks pedagogical coherence.
Purpose: This initiative aims to enhance learners’ capacity to critically engage with global health priorities and apply sustainability principles in clinical, community, and leadership contexts.
Methods or Processes/Procedures: A curriculum review was conducted to identify intersections between existing course objectives and SDGs, with emphasis on Goal 3 (Good Health and Well-being), Goal 4 (Quality Education), and Goal 10 (Reduced Inequalities). Faculty explored how a higher education institution supports the UN initiatives. The learning outcomes integrates SDG-aligned case studies, podcasts, and supplemental materials to develop various assessments. Teaching strategies were grounded in adult learning theory and constructivist pedagogy.
Results: Preliminary analysis indicates increased learner engagement and improved articulation of the nurse’s role in advancing global health equity. Students demonstrated enhanced understanding of social determinants of health and systems-level advocacy. Faculty reported improved clarity in teaching complex concepts and stronger alignment between course content and professional standards.
Conclusions/Implications for Practice: Integrating the UN SDGs into RN-BSN curricula offers a strategic pathway to elevate nursing education and prepare graduates for leadership in global health and sustainability. Evidence-based teaching practices that incorporate SDG themes can strengthen professional identity, critical thinking, and advocacy competencies. This model is adaptable across institutions and supports alignment with AACN Essentials and accreditation standards. Future directions include expanding faculty development, scaling implementation across additional courses, and evaluating post-graduation impact. Nurse educators are uniquely positioned to lead this transformation and cultivate a workforce equipped to address complex global challenges.
Notes
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References:
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education.https:// www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Amorós Molina, Á., Helldén, D., Alfvén, T., Niemi, M., Leander, K., Nordenstedt, H., Rehn, C., Ndejjo, R., Wanyenze, R., & Biermann, O. (2023). Integrating the United Nations sustainable development goals into higher education globally: A scoping review. Global Health Action, 16(1), 2190649. https://doi.org/10.1080/16549716.2023.2190649
Hawkins, J. E., Chiu, P., Mumba, M. N., Gray, S. E., & Hawkins, R. J. (2024). Nurses' knowledge and attitudes regarding the Sustainable Development Goals: A global study. The American Journal of Nursing, 124(7), 18–27. https://doi.org/10.1097/01.NAJ.0001025184.93381.68
Kunaviktikul, W., & Turale, S. (2020). Internationalizing nursing curricula in a rapidly globalizing world. Nurse Education in Practice, 43, 102704. https://doi.org/10.1016/j. nepr.2020.102704
Morrison-Beedy, D., Jenssen, U., Bochenek, J., Bowles, W., King, T. S., & Mathisen, L. (2021). Building global nursing citizens through curricular integration of Sustainable Development Goals within an international clinical experience. Nurse Educator, 46(1), 10–12. https://doi.org/10.1097/NNE.0000000000000831
United Nations. (n.d.). Sustainable development: The 17 goals. https://sdgs.un.org/ goals
United Nations Statistics Division. (2025). The Sustainable Development Goals Report 2025. United Nations. https://unstats.un.org/sdgs/report/2025/
Sigma Membership
Gamma Kappa, Omicron at-Large, Omicron Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Sustainable Development Goals, Global Leadership, Nursing Education, Transitional Programs, Post-RN
Recommended Citation
Bernardo, Tess B., "Aligning the RN-BSN Program to the UN-SDGs: An Evidence-Based Teaching Practice" (2026). International Nursing Research Congress (INRC). 119.
https://www.sigmarepository.org/inrc/2026/presentations_2026/119
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
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
2026-08-04
Aligning the RN-BSN Program to the UN-SDGs: An Evidence-Based Teaching Practice
Toronto, Ontario, Canada
Background/Introduction: The UN SDGs provide a globally recognized framework for addressing health equity, environmental sustainability, and social justice. Despite their relevance, integration of the SDGs into RN-BSN curricula remains limited and often lacks pedagogical coherence.
Purpose: This initiative aims to enhance learners’ capacity to critically engage with global health priorities and apply sustainability principles in clinical, community, and leadership contexts.
Methods or Processes/Procedures: A curriculum review was conducted to identify intersections between existing course objectives and SDGs, with emphasis on Goal 3 (Good Health and Well-being), Goal 4 (Quality Education), and Goal 10 (Reduced Inequalities). Faculty explored how a higher education institution supports the UN initiatives. The learning outcomes integrates SDG-aligned case studies, podcasts, and supplemental materials to develop various assessments. Teaching strategies were grounded in adult learning theory and constructivist pedagogy.
Results: Preliminary analysis indicates increased learner engagement and improved articulation of the nurse’s role in advancing global health equity. Students demonstrated enhanced understanding of social determinants of health and systems-level advocacy. Faculty reported improved clarity in teaching complex concepts and stronger alignment between course content and professional standards.
Conclusions/Implications for Practice: Integrating the UN SDGs into RN-BSN curricula offers a strategic pathway to elevate nursing education and prepare graduates for leadership in global health and sustainability. Evidence-based teaching practices that incorporate SDG themes can strengthen professional identity, critical thinking, and advocacy competencies. This model is adaptable across institutions and supports alignment with AACN Essentials and accreditation standards. Future directions include expanding faculty development, scaling implementation across additional courses, and evaluating post-graduation impact. Nurse educators are uniquely positioned to lead this transformation and cultivate a workforce equipped to address complex global challenges.
Description
This project integrates UN Sustainable Development Goals into RN-BSN curricula to address gaps in global health education. Through literature review, expert input, and pilot testing, a structured framework was developed to enhance learners’ capacity in clinical, community, and global contexts. The initiative promotes evidence-based teaching, curricular innovation, and alignment with global health priorities.