Shared trauma (ST) is a term historically applied to social work experiences, but other healthcare professionals (HCP) also experience ST. With the occurrence of COVID‐19, ST has impacted HCP globally and has led to new discoveries and more questions regarding its scope, impact and duration. This article aims to explore the concept of ST applied to nurses in light of COVID‐19 using the Rogers and Knafl Evolutionary Model for Concept Analysis. Further examination and evolution of ‘shared trauma’, particularly during COVID‐19, has led to the development of an adapted model to explore the implications of ST on health‐related outcomes for nurses.

The coronavirus disease 2019 (COVID-19) pandemic has had a significant impact on southern rural communities1–4 and requires an interdisciplinary workforce prepared to address the unique and holistic needs of people in these communities. Telehealth, long used to improve services for people living in rural areas,5,6 has rapidly and significantly expanded because of COVID-19.7–10 There is an...

Depressive disorders are common mental health conditions that are often undiagnosed or undertreated. Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) are educated in the management of acute and critically ill patients but are often uncomfortable identifying and treating mental health conditions. Telehealth instruction is useful in mental healthcare and is required as part of the AGACNP’s efficient patient care competencies. This article reports findings from a mental health-focused telehealth instructional activity integrated into an existing AGACNP curriculum. This instructional activity was designed to introduce students to telehealth delivery and build AGACNP competencies using telehealth technology to assess patients with depressive mood symptoms. A two-part instructional scenario included didactic course preparation and an experiential activity involving a virtual encounter with a standardized patient (SP). Student feedback on the telehealth experience was generally positive. However, they felt uncomfortable with the mental health component of the scenario, providing an opportunity for improved preparation of mental health screening and treatment.

Health professional academic programs require interprofessional education (IPE) to meet accreditation standards and better prepare students for collaborative patient care. The Interprofessional Education Collaborative (IPEC) includes the roles and responsibilities of the health professions as a key domain of IPE curricula. A learning module focusing on this domain was developed for an interprofessional introductory course involving 12 health professions. Adaptations to this module over time aimed to enhance content and student knowledge. Students were assigned to small interprofessional teams throughout the course and completed modules aligned with the IPEC core competencies. The first module highlighted roles and responsibilities. Students submitted assignments related to their health profession asynchronously, prior to a live class session during which they explored their professions in small groups. A debriefing session with the entire class summarized student responses. Facilitators representing all included health professions moderated team discussions and contributed to the debriefing. During a 2-year period, 1,093 students completed this module. There was a statistically significant improvement from the 2024 to 2025 session regarding increased knowledge of roles and responsibilities of other health professions (P = .0254). Student evaluations indicated an overwhelmingly positive response to content related to the roles and responsibilities of other professions. This approach allowed students to enhance their knowledge of other health professions’ roles in interprofessional work and compare them to their own roles and responsibilities. Enhancement of the roles and responsibilities module provided a strategic approach for interprofessional students to learn about multiple other health professions.