Mental Health Nursing Students' Perceptions of Psychological Trauma Education and Its Impact on Their Practice: A Qualitative Study.
Background: Trauma-informed education (TIE) has become commonplace in nursing education; however, little is known about students' experience of this and its impact on their practice. Aim: This study aimed to evaluate and explore mental health nursing students' perspectives on TIE, and its impact on...
| Publicado en: | Nursing Reports Vol. 16; no. 2; pp. 61 - 75 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Feb2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192035188&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192035188 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Feb2026 vid: 16 iid: 2 pid: 97109 pub: MDPI artinfo: ui: 192035188 192035188 192035188 10.3390/nursrep16020061 192035188 ppf: 61 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Mental Health Nursing Students' Perceptions of Psychological Trauma Education and Its Impact on Their Practice: A Qualitative Study. aug: au: McIntosh, Gwenne Conlon, Margaret M. McGlanaghy, Edel Collier-Sewell, Freya affil: Health Sciences Division, Faculty of Health Sciences and Sport, University of Stirling, Stirling FK9 4LA, UK sug: subj: Mental Health Psychiatric Nursing Students, Nursing Psychosocial Factors Student Attitudes Evaluation Psychological Trauma Education Education, Nursing Quality of Life Evaluation Self-Awareness Evaluation Hardiness Evaluation Human Male Female United Kingdom Qualitative Studies Phenomenological Research Purposive Sample Focus Groups Semi-Structured Interview Thematic Analysis Audiorecording Leadership Organizational Culture Descriptive Statistics Male Female ab: Background: Trauma-informed education (TIE) has become commonplace in nursing education; however, little is known about students' experience of this and its impact on their practice. Aim: This study aimed to evaluate and explore mental health nursing students' perspectives on TIE, and its impact on their practice, to contribute to the knowledge and evidence base that informs nursing and broader healthcare education. Methods: This qualitative, phenomenological study used a conversation café approach to focus group interviews (n = 3) with final year mental health nursing students (n = 11), reported using the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. Analysis: The data generated was analysed using reflective thematic analysis. Findings: Three themes were identified: 1. a compass for practice; 2. mental health nursing: between paradigms; and 3. supporting personal development and wellbeing. Integrating TIE within nursing education can support students to adopt the principles of trauma-informed care (TIC) both personally and in their practice. Improved self-awareness, recognition of trauma and adopting self-care strategies were valuable in supporting personal resilience and wellbeing and in managing the challenges of mental health practice. Conclusions/Recommendations: TIE has the potential to have a positive impact on wellbeing; therefore, its integration should be considered for all healthcare programmes. Further interprofessional research is needed to establish the longer-term impact of TIE as students progress into their nursing careers. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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