Aim: This study aimed to investigate the Integrating Sustainability Development Education Program in Nursing to Challenge Practice Among Nursing Interns in Health Care. Background: The combination of sustainable development and climate change in health care delivery benefits from the apparent environmental changes. Subjects and Methods: The quasi-experimental, cross-sectional, comparative study included 160 nursing interns who completed the intervention. Both genders were assigned to Saudi (N = 80) and Egyptian nursing interns (N = 80). Data was collected using a self-administered questionnaire, which included the Sustainability Consciousness Questionnaire and the Sustainability Attitudes in Nursing Survey. Results: A statistically significant difference was found between student nurses' knowledge, attitude and behaviour during pre-intervention and post-intervention, as well as in student nurses' sustainability development dimension effectiveness after than before program implementation. Conclusion: The program had a significant effect on all sustainability development domains and a large effect on total sustainability development during post-intervention. This study recommended that educational programs can upgrade sustainability development and challenge practice levels. Implications for Nursing Management: Sustainable development is the future of management and is the next phase of management innovation. Sustainability, in the context of health care, is about progress in high-quality patient care delivery for all by promoting the three elements of sustainable development: environmental, social and financial. Nurses play a significant leadership role in addressing environmental sustainability and climate change.

Background: Leadership influences staff nurse's creativity and motivation thus, leaders play a critical role in enabling and supporting the awakening and fostering of creativity and motivation of staff nurses. Employees present high levels of creativity when they are motivated. Aim: To measure the effectiveness of the authentic leadership training program on nurses' staff creativity and motivation. Subjects and Methods: A quasiexperimental research design was utilized, including all head nurses (36) and staff nurses (246) who were worked in the same unit of Specialized Medical Hospital, Mansoura University, Egypt. A self-administered questionnaire including four scales for Authentic leadership style knowledge questionnaire, Authentic leadership self-assessment scale, Creativity scale, and Motivation scale. Results: there was an improved response related to the head nurse's authentic leadership post-program implemented, motivational and creativity levels increased after the program of authentic leadership style. This increase persists three months after the program. There is a highly statistically significant difference in the total score of three times the program implemented. Conclusions: Head Nurses, who had good knowledge about authentic leadership, showed an increased nurse's staff creativity and motivation, which enhance the organization's success. Recommendations: An authentic leadership educational program is recommended to be recognized and implemented for all head nurses who in a management position in the nursing field in other hospitals as needed.