Mitigate the Negative Effects of Secondary Traumatic Stress and Compassion Fatigue by Cultivating a Caring Pedagogy and Resilience

Students and practicing nurses are at risk of developing empathy-based stress conditions related to caring for people who have been traumatized. Caring is a known factor in all suggested interventions for empathy-based stress conditions. Therefore, Chapter Five explores ways to mitigate the negative effects of secondary traumatic stress and compassion fatigue through employing a caring pedagogy and resilience. Caring pedagogy in nursing education is important because it incorporates caring components into the delivery of the core curriculum, creates a community of learning that prioritizes students, is inclusive, and engaging, and protects the emotional integrity of student nurses. Noddings’ elements of moral education such as modeling, dialogue, practice, and confirmation are identified as essential to a caring learning environment. For example, student nurses can learn what it means to care by observing the behavior of their instructor, by a dynamic exchange of ideas, by prioritizing caring, and by encouraging the best in others. A learning environment that is caring must also be based on civility and is the shared responsibility of both faculty and students. Selfcare is identified as a known strategy to reduce the emotional stress experienced by nurses and student nurses. Watson’s Caritas processes are subsequently recommended as the basis for self-care and consist of demonstrating sensitivity toward oneself and everyone else, through spiritual practices that support loving, caring relationships. Resilience consists of the ability to quickly return to normal functioning after experiencing adversity. Resilience skills can be learned through the development of protective factors and mechanisms and may prevent empathy-based stress conditions related to trauma, can assist a trauma survivor to bounce back more quickly, and teach people how to deal with the stress of everyday life. The following ways to cultivate resilience in nurses are presented, building positive nurturing relationships and networks; maintaining positivity; developing emotional insight; achieving life balance and spirituality; and becoming more reflective. Three strategies to foster resilience in nursing education include resilience training in the school curriculum; prioritizing role modelling; and enabling generativity. Two Narrative Case Studies are presented. The first one tells the story of how a Psychiatric Nurse developed the signs of secondary traumatic stress after one of her clients ended their life through suicide. The second one describes how a student nurse was unaware that she was experiencing emotional strain. The following four learning activities are proposed, sharing examples of being cared for; exploring ways to enhance learning; nurturing caring experiences in educational settings; and implementing Watson’s caring processes and strategies to enhance selfcare. The Chapter ends by recommending a self-care challenge that promotes emotional appraisal to manage negative emotions.

Keywords: Trauma, Trauma-informed care, Secondary traumatic stress (STS), Compassion, Compassion fatigue (CF), Empathy-based stress, Moral disengagement, Relational practice, Burnout, Critical incident debriefing, Safety plan, Pedagogy, Caring pedagogy, Trauma-informed educational processes, Four Core Assumptions of Trauma-informed Care, Potential psychologically traumatic events (PPTEs), Caring, Student-focused learning, Nodding’s Four elements of Moral Education, Role modeling, Dialogue, Caring presence, Confirmation, Emotional strain, Philosophy and Science of Caring, Watson’s Caritas Processes, Civility, Incivility, Resilience, Cognitive behavioral therapy, Emotional intelligence, Generativity, Negative emotions, Emotional regulatory process, Emotional suppression, Emotional appraisal.