Bailee Jo Yvette Bourassa, Tania Bergen, Holly Graham
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引用次数: 0
Abstract
Background: Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.
Method: A comprehensive integrative review was conducted to identify literature related to TSTS. The review revealed a gap in the literature related to TSTS in clinical nursing education.
Results: Four key themes related to TSTS were identified: (1) relationship between the student and instructor; (2) respectful interactions; (3) recognition of trauma; and (4) responses to trauma. From the review, a framework was formulated specific to TSTS within clinical nursing education.
Conclusion: This review identified TSTS that nurse educators can use to support nursing students affected by trauma succeed in the clinical environment. [J Nurs Educ. 2024;63(12):797-805.].
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