Secondary Traumatic Stress in Nursing Students

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.