Mental Health Nursing Students' Perceptions of Psychological Trauma Education and Its Impact on Their Practice: A Qualitative Study

Abstract

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. Conclu-sions/Recommendations: TIE has the potential to have a positive impact on wellbeing; therefore, its integration should be considered for all healthcare programmes. Further in-terprofessional research is needed to establish the longer-term impact of TIE as students progress into their nursing careers.