Background: Ongoing evidence of trauma in nurses, beginning in nursing school, requires educators to take a trauma-informed approach to teaching and learning to minimize re-traumatization and to ultimately achieve socially-just student outcomes. Methods: The purpose of this study was to evaluate the outcomes of trauma-informed educational practices (TIEP) on nursing students and the trauma-informed climate in the classroom using an intervention comparison group pre-posttest design. Results: Secondary traumatic stress (STS) scores declined for both groups pre- to post-test. There was a statistically significant difference in STS change scores between intervention and comparison groups (p < 0.05), but not in the direction hypothesized. Conclusion: Findings from this study indicate that other factors in the nursing classroom might have contributed significantly to a reduction in STS. In addition to outcomes, future TIEP evaluations should explore student awareness and experiences of trauma, resilience, professional preparation, and learning outcomes in the classroom setting.

Resilience is important to the academic and career success of nursing students; however, the literature on nursing student resilience is sparse and remains undertheorized. This article describes nursing students’ perspectives on sources of resilience during nursing school at one institution of higher learning. A constant comparative analysis of baccalaureate nursing student focus group responses was performed. Three themes emerged: negative experiences, supportive structures and relationships, and individual coping processes and abilities. Interrelationships between thematic findings highlight the centrality of supportive structures and relationships. Based on these findings, theoretical guidance for future nursing student resilience assessments and interventions is provided.

Background: Educational exposure to authentic relationships where power is distributed is needed to prepare nursing students as social justice and patient-centered care practitioners and advocates. Purpose: The purpose of this study was to identify, describe, and understand facilitators and barriers to critical service-learning (SL) goals in an existing community-academic SL relationship. Methods: Community partners were surveyed. Findings were compared with known factors in the literature that can facilitate or inhibit a relationship's success. Results: Identification and description of SL relationship facilitators and barriers included partner-reported benefits from involvement in SL and limited satisfaction with their role in designing SL curriculum. Conclusions: Recommendations, such as increasing opportunities for partner involvement, provide insight into how to work toward critical SL goals in existing relationships. The equitable involvement of partners in nursing education processes has benefits for both students and community organizations.

Introduction: Nurses are now more likely to leave their current role in direct patient care than they were before the COVID-19 pandemic. Country culture and the organization of health care systems drive nurses’ decisions to leave or stay in the profession. Methods: In a fall 2020 survey of nurse professional quality of life, a content analysis of responses to the open-ended question, “ What has been challenging or rewarding during this pandemic experience?” was performed. Results were organized within Hofstede’s Cultural Dimensions Theory. Results: Six hundred and fifty-six nurses across five countries responded to the question; 526 comments were analyzed. Most (53.6%) respondents were staff bedside nurses. Themes, such as Distress and Fatigue and Building and Experiencing Social Capital were found and understood to reflect cultural values and dimensions such as Uncertainty Avoidance and Power Distance. Discussion: Recommendations include strengthening culturally tailored leadership knowledge to inform and facilitate countries’ nurse retention.