SDG Advocacy Artwork: Integrating the UN Sustainable Development Goals : AACN

SDG Advocacy Artwork: Integrating the UN Sustainable Development Goals

Overview

This assignment guide engages nursing students in creating original artwork about an assigned UN Sustainable Development Goal. By blending creative expression with evidence-based research and peer dialogue, the assignment builds global health analysis, equity advocacy, and professional communication skills across the full continuum of competency development.

How to Use

Faculty Preparation

This resource can be used for online or face-to-face classes. Before assigning this project, faculty should familiarize themselves with the official United Nations SDG website.

Select an SDG

Students will sign up for one of the 17 United Nations Sustainable Development Goals (SDGs) using a shared SignUp Genius link (or other method). This sign-up process ensures a diversity of topics and prevents duplication. Students or groups may select their SDG based on personal interest or professional passion, allowing them to guide their own learning and advocacy focus throughout the course.

Guide Students in Researching Their SDG

Direct students to explore the following tabs for their assigned SDG on the official UN SDG website (sdgs.un.org/goals):

Overview: To grasp the core purpose and context of their SDG.
Targets and Indicators: To identify specific, measurable goals, and metrics associated with their SDG.
Progress and Info: To understand the current global status, challenges, and data trends.

To help students connect macro-level global issues to micro-level solutions, all students should explore how individual daily actions can contribute to their selected SDG. Graduate students (or those with relevant work experience) are additionally encouraged to analyze how businesses and organizations can support the SDGs, using resources such as UN Global Compact’s 17 Global Goals. This tiered expectation scaffolds learning and allows students to engage in advocacy appropriate to their level, whether through personal behavioral change or broader systems-level influence.

Students must also incorporate data and insights from at least two other credible sources to provide diverse perspectives, deeper data, or specific policy insights beyond the general SDG overview. Examples include:

The World Health Organization (WHO) Global Health Observatory
Peer-reviewed journal articles
Policy briefs or implementation reports

Graduate students (Level 2) are additionally encouraged to conduct a brief interview with a business or organizational representative to explore real-world barriers to policy implementation related to their chosen SDG. This applied component adds depth to their advocacy analysis by integrating practice-based insights.

Provide Artificial Intelligence (AI) Usage Guidelines

You may use AI tools only to support the creation of your visual or multimedia artwork for this assignment (e.g., Adobe Firefly, Canva AI, DALL·E, or similar). The following guidelines apply:

AI use must be disclosed. In your artist’s statement, include a brief note such as:
1. "I used Canva AI to generate background images," or
2. “I used Adobe Firefly to design layout elements.”
Do not use AI to generate your written content. All text in your artist’s statement and discussion board replies must be written in your own words. You may not use AI tools to draft or revise your written reflections, responses, or summaries.
You are responsible for the originality and appropriateness of your artwork. AI-generated images must be free of misinformation, bias, or harmful stereotypes and reflect culturally respectful design choices appropriate for your identified audience.
No fabricated data or citations. You may not use AI to generate data or citations. All facts, benchmarks, and statistics must come from credible sources such as the UN, WHO, CDC, or peer-reviewed literature.

Integrative Learning Strategies

Learner Instructions:

Assignment Title: Sustainable Development Goal (SDG) Artwork

Step 1: Research and Familiarization

Note: This step assumes that students have already been introduced to the Sustainable Development Goals (SDGs) as a global framework for change, particularly in relation to the themes and context of this course.

Research and familiarize yourself with the 17 Sustainable Development Goals established by the United Nations.
Review the SDG you selected during the sign-up process. Explore its Overview, Targets, and Indicators, and Progress and Info tabs. Pay close attention to the current challenges, successes, and opportunities for sustainable development related to your chosen goal.
Explore Daily Actions that individuals can take to help advance your SDG. Reflect on how personal behavior change can contribute to larger global progress.
Graduate students (Level 2) should additionally explore how businesses and organizations are taking action on their selected SDG. This includes conducting and documenting a brief interview with a business or organizational representative to explore strategies and barriers to policy change. Use resources such as the UN Global Compact to supplement your understanding of organizational efforts and systems-level solutions.

Step 2: Create your Original Artwork:

Create an original artwork inspired by your selected SDG using any artistic medium you choose—such as drawing, collage, painting, sculpture, mixed media, infographic, poster, digital art, or video. “Original” means you create it yourself, but you are welcome to involve others (e.g., AI tools, children, or colleagues). Just give credit where it’s due.

Your artwork should visually represent the SDG, including:

Overview, Targets, Indicators, and Current Progress (challenges, successes, opportunities).
Daily Actions:
- Undergraduate (Level 1) students must include at least four daily actions that an individual can take to advance the SDG.
- Graduate (Level 2) students must include four daily actions total: at least two individual-level and two business- or system-level actions that reflect their ability to think critically about organizational and policy-level impact.
When appropriate, incorporate symbolism, imagery, color, texture, sound, or other expressive elements to capture the meaning and emotion of the SDG you selected.

Graduate Tip: If you interviewed a business or organizational representative (see Step 1), consider how you can translate their insights into your artwork. You might express key themes visually such as barriers, innovations, or policy challenges through symbols, contrast, or imagery. If your medium allows for text (e.g., infographic, digital poster, mixed media), you may also include brief quotes or paraphrased ideas. These insights can enrich the visual message of your artwork and support the advocacy themes you will expand on in your Artist’s Statement.

Step 3: Present Your Artwork and Artist’s Statement

Share Your Artwork

Online: Upload your completed artwork to the designated discussion board in Canvas.
In-Person: Bring your completed artwork to class on the assigned day and be prepared to display or present it.

Submit or Present Your Artist’s Statement

Your Artist’s Statement should explain the meaning behind your artwork and how it connects to your selected SDG. You may submit this as a written paragraph(s), a short video/audio recording (if online), or present it verbally or in writing during class (if in-person).

Your Artist Statement must include the following:

Overview of Your Selected SDG
- Key targets and indicators
- Notable progress, challenges, and opportunities for sustainable development
Daily Actions
- Undergraduate (Level 1) students: Describe four individual-level actions that a person can take to help advance your SDG.
- Graduate (Level 2) students: Describe four actions total—including at least two individual-level and two business- or system-level actions. Use your interview with a business or organizational representative (from Step 1) to illustrate real-world barriers and strategies related to SDG advancement. These insights should support your advocacy message and demonstrate systems-level thinking.
Research Requirement

Incorporate information from at least two additional credible sources that extend beyond the SDG website. These sources should add depth, diverse perspectives, or specific policy insights. Examples include:
- The World Health Organization (WHO) Global Health Observatory
- Peer-reviewed journal articles
- Policy briefs or implementation reports
Engagement Prompt

Conclude your statement by inviting peers to engage. This could include:
- A thought-provoking question
- A personal insight
- An invitation for feedback or interpretation

Note: Your Artist’s Statement and your participation (via discussion board or in-class dialogue) are graded, including how well you demonstrate peer engagement and fulfill level-specific expectations.

Step 4: Engage with Peers

Choose one of the following formats for peer engagement, depending on course setting (online or in person).

Discussion Board:

Reply to at least three peers using the grading rubric criteria. Your responses should offer supportive, constructive feedback that engages with the content of their work and helps advance their thinking.
Vote on two of your favorite peer artworks by selecting the thumbs-up icon in Canvas or another Learning Management System. Choose pieces that resonate with you—whether due to their message, creativity, or relevance to the selected SDG.

In-Person:

Verbally or in writing, provide thoughtful feedback to at least three peers during class using the grading rubric criteria. Your comments should reflect sincere engagement with the ideas and artistic expression presented.
Participate in a classroom voting activity (e.g., sticker voting, written ballot, or dot poll) to select two pieces that stand out to you.

Purpose of Voting: Peer voting is a low-stakes, community-building activity designed to encourage engagement, recognition, and celebration of diverse advocacy approaches. Voting is not tied to grading or rewards unless otherwise specified. Instructors may choose to highlight selected works in a future announcement, reflective discussion, or course showcase to foster collective learning and inspiration.

Assessment Strategies

SDG Grading Rubric

Learning Objectives

Analyze the core purpose, specific targets, measurable indicators, current progress, and challenges related to an assigned UN Sustainable Development Goal (SDG) by integrating information from the official UN SDG website and at least two additional credible external sources (e.g., WHO, peer-reviewed literature).
Identify and explain at least four distinct daily actions (individual and business) that contribute to advancing their assigned SDG, demonstrating a connection between macro-level global issues and micro-level solutions.
Create an original visual or multimedia artwork that visually represents the overview, targets, indicators, and progress of their assigned SDG, while effectively incorporating at least four distinct daily actions.
Justify artistic choices and the connection of their artwork to the assigned SDG's overview, targets, indicators, and progress through a concise and well-structured artist's statement (written or recorded).
Engage critically and constructively with peer artwork and artist's statements by providing thoughtful feedback and posing relevant questions within a discussion board forum.
Adhere to ethical guidelines for the use of Artificial Intelligence (AI) tools in artwork creation, including disclosure and responsibility for content appropriateness (free of misinformation, bias, and harmful stereotypes), and ensure all written content is original.

Possible Courses

Global Health Nursing
Population Health
Community/Public Health Nursing
Leadership and Advocacy in Nursing Practice

Additional Resources/Publications

SDG Grading Rubric

Sustainable Development Council. "170 Daily Actions to Transform Our World." December 25, 2023. Accessed May 25, 2025. https://sustainabledevelopmentcouncil.org/nproject/170-daily-actions-to-transform-our-world/.

United Nations. "Sustainable Development Goals." United Nations. Accessed May 25, 2025. https://sdgs.un.org/goals.

United Nations Global Compact. "The 17 Global Goals." UN Global Compact. Accessed May 25, 2025. https://unglobalcompact.org/sdgs/17-global-goals.

World Health Organization. "Global Health Observatory." World Health Organization. Accessed May 25, 2025. https://www.who.int/data/gho

Sub-competencies for entry-level professional nursing education:

1.2a Apply or employ knowledge from nursing science as well as the natural, physical, and social sciences to build an understanding of the human experience and nursing practice
1.2b Demonstrate intellectual curiosity
1.2c Demonstrate social responsibility as a global citizen who fosters the attainment of health equity for all

2.6b Communicate care delivery through multiple modalities

3.1b Assess population health data
3.1d Compare and contrast local, regional, national, and global benchmarks to identify health patterns across populations
3.1f Develop an action plan to meet an identified need(s), including evaluation methods

4.1g Communicate scholarly findings
4.2c Use best evidence in practice

9.4a Advocate for policies that promote health and prevent harm

Sub-competencies for advance-level professional nursing education:

1.2f Synthesize knowledge from nursing and other disciplines to inform education, practice, and research

2.2g Demonstrate advanced communication skills and techniques using a variety of modalities with diverse audiences
2.2h Design evidence-based, person-centered engagement materials

3.1k Analyze primary and secondary population health data for multiple populations against relevant benchmarks
3.1m Develop a collaborative approach with relevant stakeholders to address population healthcare needs, including evaluation methods
3.2e Challenge biases and barriers that impact population health outcomes
3.4g Design comprehensive advocacy strategies to support the policy process
3.5g Strategize with an interdisciplinary group and others to develop effective advocacy approaches
3.5i Demonstrate leadership skills to promote advocacy efforts that include principles of social justice, diversity, equity, and inclusion

6.4f Foster an environment that supports the constructive sharing of multiple perspectives and enhances interprofessional learning

8.1g Identify best evidence and practices for the application of information and communication technologies to support care
8.5h Assess potential ethical and legal issues associated with the use of information and communication technology

Posted: July 31, 2025

Submitted by:

Sandy Branson, PhD, RN, CNE, Chief Nurse Administrator, Nursing Program Director, Associate Professor, Western Washington University

If you would like to cite this resource in your own work, please use the following citation:
Branson, S. (2025). SDG Advocacy Artwork: Integrating the UN Sustainable Development Goals. Excerpted from the Essentials Teaching Resource Database. American Association of Colleges of Nursing, Washington, DC. Available at https://www.aacnnursing.org/AACN-Essentials/Implementation-Tool-Kit.