Nurse educator · 2024
Secondary Traumatic Stress in Nursing Students: An Integrative Review.
СтатьяОбзорНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Oakley Kristen N, Copel Linda Carman, Ross Jennifer Gunberg
Аннотация
BACKGROUND: Nurses have frequent interactions with traumatized individuals and may develop secondary traumatic stress (STS). Similarly, nursing students are at risk for STS development while completing clinical training.
PURPOSE: To critique and synthesize available research on the prevalence, severity, and experience of STS and its associated factors in prelicensure nursing students.
METHODS: The Whittemore and Knafl integrative review methodology was used to perform structured searches of 6 electronic databases.
RESULTS: Twenty-five studies met the inclusion criteria. Findings revealed a range of STS symptom severity levels and associated factors; however, measurement is hampered by researchers' use of other concepts, like compassion fatigue.
CONCLUSIONS: Conceptual clarity is needed to improve STS measurement in nursing students; however, students experience STS and are at risk of developing its negative consequences. Educators should implement trauma-informed educational practices targeted at reducing factors associated with STS.
PURPOSE: To critique and synthesize available research on the prevalence, severity, and experience of STS and its associated factors in prelicensure nursing students.
METHODS: The Whittemore and Knafl integrative review methodology was used to perform structured searches of 6 electronic databases.
RESULTS: Twenty-five studies met the inclusion criteria. Findings revealed a range of STS symptom severity levels and associated factors; however, measurement is hampered by researchers' use of other concepts, like compassion fatigue.
CONCLUSIONS: Conceptual clarity is needed to improve STS measurement in nursing students; however, students experience STS and are at risk of developing its negative consequences. Educators should implement trauma-informed educational practices targeted at reducing factors associated with STS.