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Susan Hayden


Though health care providers use evidence-based interventions (EBIs), a knowledge gap exists regarding lasting change associated with doctorate-prepared nurse interventions and sustainability planning. This quantitative cross-sectional descriptive design guided by the five pillars of the United Nations sustainable development goals (SDGs) was used to examine the differences between doctorate-prepared nurses’ sustainable EBI topics, intervention longevity, changed clinical practices, and sustainability planning. The dynamic sustainability framework, the adult learning theory, and the social learning theory framed this study. The design included a survey of 1,365 nurse anesthesiologists using a questionnaire composed of the Program Sustainability Assessment Tool (PSAT) version 2 and the Clinical Sustainability Assessment Tool (CSAT). Data were collected via an electronic survey service and analyzed using SPSS. Response to the survey was limited (N = 113), and although not enough data were collected to run inferential statistics, the study results indicated that participants’ scope-of-practice intervention topics (n = 12) clustered in post-procedural, information technology, and policy categories. Intervention longevity (n = 3) ranged from 1 to 4 years. The overall PSAT score (n = 6) of 5 and CSAT score (n = 3) of 5 signified a practice implication for strengthening sustainability in nurse-led EBIs, supporting positive social change through better health outcomes. Future nursing research recommendations include designing the next steps for actionable awareness, integration, and evaluation of the SDGs in nursing education and practice.