Secondary Traumatic Stress in Nursing Students: An Integrative Review
Kristen N Oakley1, Linda Carman Copel, Jennifer Gunberg Ross
1Author Affiliations : PhD Student, Villanova University, Villanova, Pennsylvania (Mrs Oakley); School of Nursing, Liberty University, Lynchburg, Virginia (Mrs Oakley); and M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania (Drs Copel and Ross).
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.
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