{"title":"Triggered? An Introduction To Student Perspectives on Trigger Warnings In Nursing Education.","authors":"Helen Rees, Alison Gayton","doi":"10.1097/01.NEP.0000000000001526","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>To increase understanding of student nursing perspectives regarding the use of trigger warnings in nursing education.</p><p><strong>Background: </strong>Several UK universities have policies about the use of trigger warnings, but no evidence is available about implementation in undergraduate nursing education.</p><p><strong>Method: </strong>A survey designed to explore how trigger warnings are used was sent by email to undergraduate nursing students at two universities. Responses were anonymized and analyzed using thematic analysis.</p><p><strong>Results: </strong>Analysis of the response of 89 students identified four themes and nine subthemes. The main themes were 1) The way trigger warnings are delivered impacts how they are received. 2) Some topics are perceived as having inherent potential to distress. 3) The response to trigger warnings is not uniform. 4) Meeting support needs may change the way trigger warnings are experienced.</p><p><strong>Conclusion: </strong>Further research is indicated to increase consistency in the support available to undergraduate nursing students.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"216-221"},"PeriodicalIF":1.5000,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Education Perspectives","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1097/01.NEP.0000000000001526","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/5/4 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Aim: To increase understanding of student nursing perspectives regarding the use of trigger warnings in nursing education.
Background: Several UK universities have policies about the use of trigger warnings, but no evidence is available about implementation in undergraduate nursing education.
Method: A survey designed to explore how trigger warnings are used was sent by email to undergraduate nursing students at two universities. Responses were anonymized and analyzed using thematic analysis.
Results: Analysis of the response of 89 students identified four themes and nine subthemes. The main themes were 1) The way trigger warnings are delivered impacts how they are received. 2) Some topics are perceived as having inherent potential to distress. 3) The response to trigger warnings is not uniform. 4) Meeting support needs may change the way trigger warnings are experienced.
Conclusion: Further research is indicated to increase consistency in the support available to undergraduate nursing students.
期刊介绍：
A publication of the National League for Nursing, Nursing Education Perspectives is a peer-reviewed, bimonthly journal that provides evidence for best practices in nursing education. Through the publication of rigorously designed studies, the journal contributes to the advancement of the science of nursing education. It serves as a forum for research and innovation regarding teaching and learning, curricula, technology, and other issues important to nursing education. Today, as nurse educators strive to advance research in nursing education and break away from established patterns and chart new pathways in nursing education, Nursing Education Perspectives is a vital resource. Nursing Education Perspectives is housed in the NLN Chamberlain College of Nursing for the Advancement of the Science of Nursing Education.
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