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

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.