Climate change will adversely affect the health of populations and the ability of healthcare systems to deliver appropriate and timely care. Furthermore, resource scarcity requires nurses to practice in more sustainable ways. This study investigated the extent to which student nurses reported that they were able to apply their knowledge of sustainability in clinical practice following educational sessions on relevant topics. Students were exposed to scenario‐based sustainability education in years 1, 2, and 3 of their 3‐year program. Data were collected using a questionnaire that asked participants if they were able to implement sustainable practice. In year 2,121 students, and in year 3, 68 stated they made a change or challenged practice as a consequence of learning about sustainability. Barriers preventing them from challenging unsustainable practice were lack of confidence and resistance to change. Year‐3 students were more able to influence unsustainable practice than were those in year 2. This study indicates that sustainability sessions, focused on aspects of clinical relevance, can support nurses to implement change; barriers remain that require confidence building for the students.

PurposeThe purpose of this study was to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in healthcare practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change;; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability, however climate change and health are given little attention in nursing and healthcare curricula. Design A cohort of nursing and midwifery students were introduced to sustainability and climate change in the context of healthcare through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant's attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed. FindingsSignificant differences were found between scores in year 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparisons of years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice, and challenge unsustainable practices in the work environment. ImplicationsFurther research is required to explore sustainability practice in postgraduate nurses / midwives. However this study supports the need for sustainability education to be embedded within healthcare professional degrees through applied and participatory pedagogical approaches. Originality / valueAs far as we are ware this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

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