Low Back Pain as a Nursing Education Priority

Low back pain (LBP) is the leading cause of years lived with disability globally and a major rehabilitation priority, yet nursing education often does not translate burden evidence into first-contact actions across care settings. This article aimed to develop a nursing education and practice framework that converts global LBP evidence into competencies for assessment, education, medication safety, referral, follow-up and occupational prevention. A focused, Global Burden of Disease-informed narrative re-view and practice-oriented educational synthesis was conducted. PubMed/MEDLINE, CINAHL, Scopus, Google Scholar and organisational sources were searched for burden estimates, clinical guidelines, pain education scholarship, nursing occupational-health evidence and nurse-led self-management literature. Sources were selected for rele-vance to nurse-deliverable actions and curriculum assessment; systematic-review methods, meta-analysis and formal risk-of-bias appraisal were not used. Evidence was mapped iteratively to six nursing practice domains: red-flag triage and escalation; functional, psychosocial and contextual assessment; brief therapeutic education; med-ication safety and low-value-care reduction; follow-up and referral; and occupational prevention. The revised framework adds an explicit evidence-to-competency map, im-plementation guidance and evaluation indicators for undergraduate education, post-graduate training, continuing professional development, clinical supervision and quality improvement. LBP should be taught as a nursing-sensitive disability and reha-bilitation priority, supporting nurses to screen for danger, validate pain, reduce threat, promote graded activity, monitor medicines, coordinate continuity and prevent occu-pational harm.