Beyond clinical skills: reconceptualizing public health literacy as a core competency in nursing education-a perspective

Abstract

Contemporary public health challenges—including infectious disease pandemics, rising chronic disease burdens, and persistent health inequities—have expanded nursing practice beyond traditional clinical care. Nevertheless, nursing education remains mostly clinical-centered and lacks adequate integration of population health perspectives. This perspective article argues that nursing education needs a fundamental reconceptualization, positioning public health literacy as a core competency rather than an optional addition. We propose a theoretical framework that integrates epidemiological thinking, health promotion, community engagement, policy sensitivity, and cultural safety across curricula, practice, assessment, and institutional support systems. Grounded in the social ecological model, competency-based education, and critical pedagogy, this framework offers concrete implementation pathways. These include curriculum integration, community-based learning, multidimensional assessment, and faculty development. Although barriers such as curriculum density and faculty training gaps exist, strategies—including policy guidance, demonstration courses, and international collaboration—can facilitate reform. This reconceptualization not only enhances nursing competencies but also reshapes professional identity, ultimately preparing a workforce capable of advancing both clinical excellence and population health.