Nursing students’ perceptions of the concept of environment: a metaphor analysis study

Environmental problems represent a major global health challenge that requires a shift from anthropocentric to ecocentric perspectives in nursing education and practice. Understanding how nursing students conceptualize the environment and environmental pollution through metaphors can provide valuable insight into their ecological awareness and professional worldview. This study aimed to explore nursing students’ metaphorical perceptions of the concepts of environment and environmental pollution. This study employed a phenomenological qualitative design to explore students’ lived meanings attributed to environmental concepts. The study was conducted with 91 nursing students from a university in western Türkiye. Data were collected via an online form containing open-ended statements such as “The environment is like … because …” and “Polluting the environment is like … because …”. Content analysis was applied following Saban’s (2008) stages of coding, refinement, category development, and validation. Students generated 91 metaphors for each concept. Environmental metaphors were grouped under six categories: natural flow and continuity, source of life, reflective connection between humans and the environment, living space, human element, and aesthetic value. Metaphors for environmental pollution formed four categories: life-threatening element, irreversible process, value attributed to the environment, and cumulative and reciprocal impact. Most metaphors reflected an egocentric and human-centered perception, associating the environment primarily with human well-being and health rather than its intrinsic value. Findings indicate that nursing students interpret environmental concepts through an anthropocentric lens shaped by their human-focused professional identity. Incorporating environmental health, ecological ethics, and sustainability principles into nursing curricula could help shift perceptions toward an ecocentric understanding. Promoting environmental literacy and interdisciplinary collaboration will empower future nurses to integrate ecological responsibility into holistic care. Not applicable.