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Triggered? An Introduction To Student Perspectives on Trigger Warnings In Nursing Education.

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  • 1About the Authors Helen Rees, MSc, RN, SFHEA, professional nurse educator lead, Priory Group, London, UK. Alison Gayton MSc, RN, FHEA, lecturer in mental health nursing, Department of Nursing and Midwifery, College of Medicine and Health, University of Birmingham, Birmingham, UK. For more information, contact Helen Rees at lavellerees@gmail.com .

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PubMed
Summary
This summary is machine-generated.

Student nurses

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Area of Science:

  • Nursing Education
  • Student Support
  • Mental Health in Academia

Background:

  • Trigger warning policies exist in UK universities.
  • Limited evidence on trigger warning implementation in undergraduate nursing education.

Purpose of the Study:

  • To understand student nurses' perspectives on trigger warnings.
  • To explore the impact of trigger warnings in nursing curricula.

Main Methods:

  • Survey distributed to undergraduate nursing students at two universities.
  • Anonymized responses analyzed using thematic analysis.
  • Data collected from 89 student nurses.

Main Results:

  • Delivery method influences trigger warning reception.
  • Certain topics are inherently distressing.
  • Student responses to trigger warnings vary.
  • Support needs affect trigger warning experience.

Conclusions:

  • Further research needed for consistent support.
  • Enhancing support for nursing students is crucial.
  • Improving trigger warning practices in nursing education.