Educating nurses for a climate-impacted world: A systematic review of curricular and professional training approaches

Abstract

Background: Climate change is an escalating global health threat that requires a nursing workforce prepared to address climate-related health impacts. Integrating climate change content into both undergraduate nursing education and continuing professional development is critical to strengthening competencies in public and environmental health. Aim: The researchers conducted a systematic review to evaluate and synthesize existing studies on the integration of climate change into nursing education, focusing on curricular strategies and professional education approaches. Methods: Guided by PRISMA 2020, five databases (Web of Science, PubMed, Scopus, EBSCO-CINAHL, and Medline) were searched for studies published between January 2014-December 2024. Thirty-five studies met the inclusion criteria, focusing on nursing students, nurses, and climate change. Thematic analysis was used to identify key themes. Results: Six main themes emerged: environmental awareness and literacy, (II) climate-related anxiety and hope, (III) educational interventions and training programs, (IV) curriculum integration gaps, (V) global and crosscultural perspectives, and (VI) the role of digital tools. Most studies reported moderate to high awareness among students but highlighted inconsistent curricular integration and institutional barriers. Digital tools, including artificial intelligence, were promising yet variably applied. Conclusions: There is an urgent need for structured integration of climate change into nursing education. Although awareness is growing, inconsistent curricula and limited institutional support hinder progress. This review highlights the pressing need for comprehensive curriculum reforms and presents a synthesized framework for integrating climate change education into nursing practice through evidence-based and technology-enhanced strategies.