Other Titles
Secondary Traumatic Stress in Baccalaureate Nursing Students: A Multi-Method Study [Title Slide]
Abstract
Nursing students undergoing clinical training are at risk of developing negative physical and psychological secondary traumatic stress (STS) symptoms. However, the study of STS in this population has been limited by both a lack of clarity on the concept of STS and the lack of generalizable findings. Therefore, the purpose of this multi-method study was to determine the prevalence, severity, and experience of STS in traditional, non-accelerated prelicensure baccalaureate nursing students in the United States. The relationship between STS and personal and clinical learning environment factors was also explored. A descriptive, correlational multi-method survey design was used. Instruments included a demographic questionnaire, the Secondary Traumatic Stress Scale-DSM 5, and the Life Events Checklist-5. Descriptive and inferential statistics and thematic analysis were used to evaluate the data. A total of 710 nursing students participated. Sixty percent reported moderate to severe levels of STS, while 38% met preliminary posttraumatic stress disorder criteria related to secondary trauma. Prior trauma event history was positively correlated to STS, while the frequency of debriefing after clinical was negatively correlated with STS. Significant differences in STS scores existed when comparing those with certain self-reported mental health diagnoses (e.g., depression) to those without. Qualitative themes represented numerous sources of trauma exposure in clinical, the accompanying emotions and perspectives, post-exposure outcomes, and students’ perceptions of influencing factors and coping strategies. Given students' trauma exposure and STS severity, nurse educators should take a universal precautions approach by implementing trauma-informed educational practices. Nurses in academic and clinical settings should role model professional behaviors and support students with a debriefing practice following trauma exposure. Organizational-level policies that support students’ cognitive skills building, incorporate mentor and preceptor training, and promote healthy work environments are also essential to enhance students’ well-being. In conclusion, these findings highlight the prevalence, severity, and experience of STS in U.S. baccalaureate nursing students. Nursing leaders should implement trauma-informed care strategies and promote healthy clinical environments for students and nurses alike.
Notes
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Sigma Membership
Psi Delta
Lead Author Affiliation
Liberty University, Lynchburg, Virginia, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Mixed/Multi Method Research
Keywords:
Stress and Coping, Mentoring and Coaching, Workforce, Baccalaureate Nursing Education, Nursing Students, Secondary Traumatic Stress
Recommended Citation
Oakley, Kristen N.; Copel, Linda Carman; and Ross, Jennifer Gunberg, "Secondary Traumatic Stress in Baccalaureate Nursing Students" (2026). International Nursing Research Congress (INRC). 15.
https://www.sigmarepository.org/inrc/2026/presentations_2026/15
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
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
2026-07-22
Secondary Traumatic Stress in Baccalaureate Nursing Students
Toronto, Ontario, Canada
Nursing students undergoing clinical training are at risk of developing negative physical and psychological secondary traumatic stress (STS) symptoms. However, the study of STS in this population has been limited by both a lack of clarity on the concept of STS and the lack of generalizable findings. Therefore, the purpose of this multi-method study was to determine the prevalence, severity, and experience of STS in traditional, non-accelerated prelicensure baccalaureate nursing students in the United States. The relationship between STS and personal and clinical learning environment factors was also explored. A descriptive, correlational multi-method survey design was used. Instruments included a demographic questionnaire, the Secondary Traumatic Stress Scale-DSM 5, and the Life Events Checklist-5. Descriptive and inferential statistics and thematic analysis were used to evaluate the data. A total of 710 nursing students participated. Sixty percent reported moderate to severe levels of STS, while 38% met preliminary posttraumatic stress disorder criteria related to secondary trauma. Prior trauma event history was positively correlated to STS, while the frequency of debriefing after clinical was negatively correlated with STS. Significant differences in STS scores existed when comparing those with certain self-reported mental health diagnoses (e.g., depression) to those without. Qualitative themes represented numerous sources of trauma exposure in clinical, the accompanying emotions and perspectives, post-exposure outcomes, and students’ perceptions of influencing factors and coping strategies. Given students' trauma exposure and STS severity, nurse educators should take a universal precautions approach by implementing trauma-informed educational practices. Nurses in academic and clinical settings should role model professional behaviors and support students with a debriefing practice following trauma exposure. Organizational-level policies that support students’ cognitive skills building, incorporate mentor and preceptor training, and promote healthy work environments are also essential to enhance students’ well-being. In conclusion, these findings highlight the prevalence, severity, and experience of STS in U.S. baccalaureate nursing students. Nursing leaders should implement trauma-informed care strategies and promote healthy clinical environments for students and nurses alike.
Description
Secondary traumatic stress (STS) is a troubling phenomenon affecting nurses across the globe; however, research on STS in nursing students is limited. The purpose of this study was to determine the prevalence, severity, and experience of STS in traditional, non-accelerated baccalaureate nursing students in the United States. With 60% of students reporting moderate to severe STS symptoms, nurse educators must implement trauma-informed educational strategies to support students' well-being.