聯合國永續發展目標中，第13項國家政府應採取緊急行動應對氣候變化及其影響（United Nations, 2015），因此行政院擬定健康是「國家氣候變遷調適政策綱領」八大工作面向之一，教育部也為了提升國人面對氣候變遷的危機意識與因應能力，2012年始推動氣候變遷調適教育，並於2016年成立專業領域之教學聯盟，提昇跨領域間的資源共享與合作（教育部，2019）。健康專業人員中，護理對於健康系統永續性是非常重要的，因為護理重視基層健康照護及社區照護（Shamian, 2016），而且護理教育中的環境健康是全球健康及公共衛生核心能力之一（Clark, Raffray, Hendricks, & Gagnon, 2016），美國護理學會擬定環境健康是美國公共衛生護理11項專業能力標準之一（American Nurses Association, 2013）。本專欄邀請教學聯盟教師分享其專業學識與實務經驗，期許能促進讀者對於氣候變遷衝擊之健康調適策略與永續發展的相關知能。

The United Nation’s 17 Sustainable Development Goals (SDGs) are an urgent call to all countries for action to combat climate change and its impacts (United Nations, 2015). In response, Taiwan’s highest nation¬al body, the Executive Yuan, has designated health as one of eight primary areas of threats and challenges in the policy document “Adaptation Strategy to Climate Change in Taiwan”. Further, the Ministry of Education has been promoting climate-change adaptation education since 2012 and, in 2016, the Teaching Alliance was established to promote the integration of climate change issues into public education curricula as well as re¬source sharing and multidisciplinary collaboration (Ministry of Education, 2019). The focus of nursing on primary healthcare and community care makes nursing professionals critical to successfully attaining UN SDGs (Shmian, 2016). In addition, the environmental health component of nursing education addresses core global health and public health competences directly (Clark, Raffray, Hendricks, & Gagnon, 2016). The American Nurses Association (2013) includes environmental health as one of the eleven standards of professional performance for public health nursing. This column invites Teaching Alliance educa¬tors to share their experiences in multidisciplinary professional, teaching, and practice environments in articles that hopefully enhance readers’ knowledge of adaptation strategies and of the sustainable development of pub¬lic health under climate change.