Trauma-Sensitive Teaching Strategies in Clinical Nursing Education: An Integrative Review.

Background: Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.

An integrative review of strategies to prevent and treat compassion fatigue in oncology nurses.

Compassion fatigue is understood as the combination of secondary traumatic stress and cumulative burnout caused by reduced ability to cope with one's environment. As such, compassion fatigue can be a significant workplace hazard for nurses in oncology. Findings from this integrative review reveal a lack of awareness and understanding of compassion fatigue among oncology nurses even if this group has been identified as high risk for experiencing compassion fatigue.

Cultivating Clinical Reasoning in Nursing Students Using the 3-Minute Memo.

The 3-Minute Memo was developed as an activity to synthesize clinical preparation in a preconference setting. The short, three-part tool requires students to develop and concisely present the patient's story, the patient's most significant priorities, and a planned intervention. It helps students make sense of their clinical preparation while demonstrating skills of clinical reasoning, priority setting, and communication.

The role of the critical care nurse in improving quality of life in ICU survivors.

In ICU survivors, QOL is a dynamic term that identifies to what extent a critical illness has affected one's life. As an outcome measure, QOL has been studied in ICU survivors over the last few years. Researchers suggest that QOL is poor following ICU admission, and identify specific QOL issues that ICU survivors deal with, mostly related to physical functioning.