Publications by authors named "Catherine Carter-Snell"
Background: Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood.
Purpose: The aim of this study was to provide a theoretical understanding of the processes that undergraduate nursing students use to make meaning of clinical related critical incidents.
Aim: To discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students' learning in the clinical environment.
Background: Undergraduate nursing students' risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students' academic abilities and their well-being.
Background: Undergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents.
Objective: To better understand undergraduate nursing students' experiences of using peer support after clinical related critical incidents.
Aim: To better understand the meaning of clinical related critical incident stress experienced by undergraduate nursing students.
Background: Undergraduate nursing students who engage in learning in the clinical practice setting may experience critical incidents.
Design: Gadamer's philosophical hermeneutics (1960/2013) was used to explore the meaning of clinical related critical incident stress experienced by undergraduate nursing students.
Aim: The purpose of this scoping review was to map clinical-related critical incidents and their implications on undergraduate nursing students.
Background: The unpredictability inherent in the clinical learning environment places nursing students at risk of a critical incident that may lead to long-term consequences.
Design: A scoping review was conducted using the Joanna Briggs Institute framework.
After a recent sexual assault, clients in rural and remote communities do not typically receive comprehensive services. They experience delays with staff shortages and unfamiliarity with procedures, negative responses to disclosure such as disbelief, and may be turned away or required to travel elsewhere away from their support systems. These experiences increase their risks for mental health disorders and chronic diseases, placing a significant burden on the client's health and on the community.
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