Climate change is one of the greatest global health challenges of the twenty-first century, with wildfires, heat waves, floods, and other extreme events posing profound threats to health systems, communities, and vulnerable populations. Nurses, as the largest segment of the healthcare workforce, are uniquely positioned to respond to these crises, yet climate literacy and climate-health research remain underdeveloped in nursing. While recent progress has been made in embedding environmental health into Canadian nursing curricula, implementation is inconsistent, and research examining the intersections of climate change, health outcomes, and nursing practice is limited. This editorial argues that advancing both nursing education and nursing research is essential to prepare the profession for the realities of a climate-altered world. Climate literacy must be integrated into all levels of nursing education, moving beyond elective or peripheral status to become a core competency. At the same time, nursing research must expand its scope to evaluate disaster nursing interventions, address inequities faced by Indigenous and racialized communities, explore community resilience strategies, and assess the long-term impacts of climate-focused education on workforce readiness. By embedding climate literacy in curricula and prioritizing nursing research, the discipline can generate evidence to inform practice, shape policy, and strengthen health system resilience. Nurses equipped with climate literacy competencies will be able to provide effective care during climate-related disasters, advocate for systemic reforms, and build equitable, sustainable communities. In doing so, nursing can take a leadership role in addressing the health impacts of climate change and advancing global health equity.
Al‐Hamad et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: