PhD Student Research Reveals Impact of Secondary Traumatic Stress in Nursing
As nurses devote themselves and their careers to providing the highest level of care for their patients, they are often exposed to traumatic events that can affect their own well-being. M. Louise Fitzpatrick College of Nursing PhD students, Maggie Runyon, MSN, RNC-OB, CYT-200, and Kristen Oakley, MSN, RN, NPD-BC, CMSRN, CNEcl, are exploring Secondary Traumatic Stress (STS), the negative physical or psychological effects that can occur to nurses following exposure to a patient who has undergone a stressful traumatic event, and the impact it has on both nurses and pre-licensure nursing students.
In separate studies, they have found that identifying and understanding trauma in nursing as well as providing resources for nurses鈥� mental health will encourage longevity in the profession and create safer environments for patients, both of which are essential during a time when the nation is experiencing a nursing shortage.
Maggie Runyon
Runyon, a Joanne and William Conway PhD Fellow, first experienced psychological trauma herself as an Army nurse caring for wounded soldiers, and again when her career focus shifted and she became a labor and delivery nurse.
鈥淚 moved into the perinatal and childbirth space and was again confronted with how much nurses鈥� mental wellness goes into caring for patients,鈥� she said. 鈥淚 wanted to understand the trauma that nurses experience.鈥�
Runyon鈥檚 research, 鈥淭he Relationship Between Labor and Delivery Nurses鈥� Psychological Trauma and Their Provision of Trauma-Informed Care,鈥� explores STS in perinatal nurses and how the consequences impact the quality of care that patients receive.
鈥淲hen nurses experience STS, workplace performance is variable,鈥� said Runyon. 鈥淚t plays a role in patient relationships and how we provide care. When we are experiencing trauma, we are not able to fully show up for our patients, our colleagues or ourselves.鈥�
Her articles have been published in multiple journals, including , with PhD Director and Professor Linda Carman Copel PhD, RN, PMHCNS, BC, CNE, ANEF, NCC, FAPA, and Associate Professor Kimberly Trout, PhD, RN, CNM, FACNM, FAAN, and . Her column in discusses the importance of universal trauma-informed care when working with all perinatal patients.聽
Kristen Oakley
Oakley鈥檚 interest in secondary traumatic stress in nursing stems from her background in medical surgical nursing. Most recently, she has worked as an educator in both the academic and hospital settings and is currently a full-time assistant nursing professor at Liberty University.
鈥淚n my first PhD class at TikTok成人版, Health Policy Advocacy & Ethics, we learned about trauma-informed patient care, but I kept thinking about how it informs my practice as a nursing educator,鈥� said Oakley. 鈥淚 am always interested in student well-being.鈥�
She has co-published an article involving her research, 鈥淪econdary Traumatic Stress in Baccalaureate Student Nurses: An Integrative Review,鈥� with Dr. Copel and Associate Professor Jennifer Ross, PhD, RN, CNE, ANEF in . They also have an article accepted in press by the Journal of Nursing Education, 鈥淪econdary Traumatic Stress in Undergraduate Prelicensure Student Nurses: A Pilot Study,鈥� that identifies pre-licensure nursing students as at risk for developing STS and its negative consequences while completing clinical training.
鈥淚t may come as a surprise that nursing students experience STS at similar levels to nurses,鈥� said Oakley. 鈥淣ursing students aren鈥檛 fully in charge and responsible for patients in a clinical setting, however, they have a unique set of vulnerabilities as students. They have limited experience. They are seeing things for the first time, and they have increased stress because of schoolwork and all that comes with the college experience.鈥澛�
Dr. Linda Copel
Dr. Copel describes STS as a significant issue for both nurses and nursing students, because it affects personal well-being and patient care.
鈥淎ddressing STS involves first recognizing its occurrence and creating and sustaining systems for emotional support,鈥� she said. 鈥淲e need to be mindful about supporting all nursing caregivers.鈥�
While exposure to trauma is inevitable in the nursing profession鈥攆rom first-time clinical nursing students to experienced nurses鈥擱unyon and Oakley identify ways to mitigate the impact of STS, beginning with education.
鈥淓ducators should implement trauma-informed pedagogy into the curriculum to educate students on what STS is and share adaptive coping strategies, so they have the tools to help themselves when it happens,鈥� said Oakley. 鈥淚 want my nursing students to stay in the profession long-term, and by educating them on STS before they enter their career, they will be better prepared for what to expect.鈥�
According to Runyon, health care providers must have preventative measures in place to help nurses when they experience STS.
鈥淣ormalizing and destigmatizing psychological trauma, scheduled debriefings for staff after adverse events, providing counseling services, encouraging self-care, and having safe ratios for nurses and patients are just a few things that can help minimize the negative impact of STS on nurses,鈥� said Runyon. 鈥淚t must be layered in at all levels of a hospital system and trickle down.鈥�
She added, 鈥淲ith the correct support systems and policies in place, nurses will get the proper help when they need it. It鈥檚 a win for both nurses and patients.鈥�