Abstract
Stress First Aid (SFA), is an evidence-based education program developed to address stress experienced by front line servicemen in the US military. This leadership and peer support model promotes mental wellness by teaching specific coping skills that build resilience an individual can access in times of stress (NJ NEW, 2025). The SFA training has been demonstrated to decrease stress in nursing staff. Nursing faculty have an ethical responsibility to provide education that promotes wellbeing, resilience, supporting prelicensure nursing students with skills to successfully transition into their roles as nurses (Sinmileoluwa et al., 2020).
Including SFA in nursing education prepares future nurses with the skills needed to successfully navigate the stressors associated with nursing education, a career in nursing, and contribute to healthy work force environments (Balcuk, 2024; Bellehsen et. al., 2024). This pilot study provided SFA training to prepare community health prelicensure nursing students with a connection to a team, knowledge of available resources to address stress, and increased coping skills (Heemskerk et al., 2021). The aim of this pilot study was to evaluate the effects of providing SFA training for prelicensure nurses to address stress related stigma and use of the stress continuum as illustrated by the stress thermometer. Students were provided with standardized SFA Training from certified trainers prior to engaging in their community health clinical experiences. After the training, students completed a 10 item evaluation accessed through a Qualtrics QR code. Purposeful sampling was conducted over the course of two semesters in one academic year. The survey assessed students’ attitudes, knowledge, and behaviors regarding stress, stress injuries, and accessing resources to address stress.
Responses were aggregated to protect confidentiality of student responses. A total of 59 prelicensure students participated in the SFA training, within their assigned clinical groups, during the semesters of the academic year 2024-2025.
Notes
Reference list included in attached slide deck.
Sigma Membership
Mu Theta at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Pilot/Exploratory Study
Keywords:
Teaching and Learning Strategies, Transition to Practice or Onboarding, Workforce, Nursing Students, Psychological Stress, Job Stress Prevention
Recommended Citation
Betts, Veronica; Reinisch, Courtney E.; and Marshall, Brenda, "Preparing Nursing Students to Support Healthy Work Environments by Teaching Stress First Aid" (2026). Creating Healthy Work Environments (CHWE). 1.
https://www.sigmarepository.org/chwe/2026/presentations_2026/1
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-04-09
Preparing Nursing Students to Support Healthy Work Environments by Teaching Stress First Aid
Washington, DC, USA
Stress First Aid (SFA), is an evidence-based education program developed to address stress experienced by front line servicemen in the US military. This leadership and peer support model promotes mental wellness by teaching specific coping skills that build resilience an individual can access in times of stress (NJ NEW, 2025). The SFA training has been demonstrated to decrease stress in nursing staff. Nursing faculty have an ethical responsibility to provide education that promotes wellbeing, resilience, supporting prelicensure nursing students with skills to successfully transition into their roles as nurses (Sinmileoluwa et al., 2020).
Including SFA in nursing education prepares future nurses with the skills needed to successfully navigate the stressors associated with nursing education, a career in nursing, and contribute to healthy work force environments (Balcuk, 2024; Bellehsen et. al., 2024). This pilot study provided SFA training to prepare community health prelicensure nursing students with a connection to a team, knowledge of available resources to address stress, and increased coping skills (Heemskerk et al., 2021). The aim of this pilot study was to evaluate the effects of providing SFA training for prelicensure nurses to address stress related stigma and use of the stress continuum as illustrated by the stress thermometer. Students were provided with standardized SFA Training from certified trainers prior to engaging in their community health clinical experiences. After the training, students completed a 10 item evaluation accessed through a Qualtrics QR code. Purposeful sampling was conducted over the course of two semesters in one academic year. The survey assessed students’ attitudes, knowledge, and behaviors regarding stress, stress injuries, and accessing resources to address stress.
Responses were aggregated to protect confidentiality of student responses. A total of 59 prelicensure students participated in the SFA training, within their assigned clinical groups, during the semesters of the academic year 2024-2025.
Description
Summary: This pilot study provided Stress First Aid (SFA) training to prepare community health prelicensure nursing students with a connection to a team, knowledge of available resources to address stress, and increased coping skills (Heemskerk et al., 2021). The aim of this pilot study was to evaluate the effects of providing SFA training for prelicensure nurses to address stress related stigma and use of the stress continuum as illustrated by the stress thermometer.