Climate anxiety among nursing students: a scoping review

Climate change is a critical 21st-century global challenge affecting the environment, public health, and social well-being. Climate anxiety is increasingly prevalent among nursing students, who bear a dual burden of personal psychological stress and professional responsibility for addressing climate-related health consequences. However, synthesized evidence on this topic remains limited. To comprehensively map the assessment tools, influencing factors, and intervention strategies related to climate anxiety among nursing students, identify key knowledge gaps, and provide evidence-based recommendations for future research and nursing education. Scoping review conducted following the Arksey and O’Malley framework and reported in accordance with the PRISMA extension for Scoping Reviews (PRISMA-ScR) 2020 guidelines. Seven major electronic databases (PubMed, Cochrane Library, Embase, CINAHL, Web of Science Core Collection, Scopus, and Medline) were searched from database inception to March 1, 2026. Literature was screened based on the PCC (Population, Concept, Context) framework, followed by rigorous two-stage independent screening and standardized data charting by two reviewers. Thirteen studies involving a total of 5,096 nursing students were included. All studies were published between 2024 and 2025, with the majority conducted in Turkey (n = 8), followed by Egypt (n = 3), Saudi Arabia (n = 1), and South Korea (n = 1). Findings confirmed a notable prevalence of climate anxiety among nursing students, shaped by multiple interrelated factors including gender, academic year, climate change awareness, intolerance of uncertainty, environmental literacy, and media exposure. Four validated assessment tools were identified. Two intervention studies (one RCT and one quasi-experimental study) suggested that structured educational programs may help mitigate certain dimensions of climate anxiety. Climate anxiety significantly impacts nursing students’ psychological well-being and professional readiness. Targeted educational initiatives incorporating climate change content and psychological support components are warranted. Future research should address the current geographic and methodological limitations, refine population-specific assessment tools, and rigorously evaluate psychological interventions, including cognitive behavioral approaches. This review provides practical guidance for nursing educators and healthcare practitioners, effectively strengthening future healthcare professionals’capacity to address climate-related challenges. Although there was no direct public or patient involvement, the review’s findings indirectly benefit the public by informing better care. Future research could integrate nursing student feedback to further refine related designs. Not applicable, as this is a scoping review that does not involve clinical trial registration.