Inclusive and effective teaching of Nature-based Social Prescribing for Allied Health Professional students within digital environments

Samantha Pywell^1*Carolyn Wallace²Sarah Wallace²Mark Davies²

• ¹University of Central Lancashire, Preston, United Kingdom
• ²University of South Wales, Pontypridd, United Kingdom

Introduction: Nature-based Social Prescribing is increasingly relevant to Allied Health Professionals in the UK, requiring educators to impart foundational knowledge on public health, health equity and nature connection. There is limited guidance on effective pedagogy and assessment strategies for inclusive and effective NbSP education, especially regarding contemporary approaches such as digital and mixed reality environments. Methods: This seminal mixed-methods integrative study employed Group Concept Mapping with thirty-eight stakeholders to explore perspectives on critical content ideas for NbSP training, pedagogical development and preferred learning environments for AHPs. Stakeholder input informed the identification of potential checklist items for curriculum design and effective classroom practice in-person and digitally. Results: Stakeholders emphasized forty out of one hundred statements as highly relevant for course design, content creation and the development of inclusive and effective teaching approaches for NbSP. Key findings highlighted the necessity of bringing students into nature and fostering direct nature connection alongside contributing to community organisations to understand more roles, in addition to traditional teaching methods. Opportunities to enhance higher education inclusivity were identified. Discussion: This study is the first to apply Group Concept Mapping to NbSP pedagogy for AHPs, offering initial insights for future curriculum design and assessment in this field. Further research is warranted to support educators in delivering inclusive and effective NbSP education, particularly in evolving digital and hybrid learning contexts.