Secondary Traumatic Stress in Nursing Students: An Integrative Review.

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.