AIM To increase understanding of student nursing perspectives regarding the use of trigger warnings in nursing education. BACKGROUND Several UK universities have policies about the use of trigger warnings, but no evidence is available about implementation in undergraduate nursing education. METHOD A survey designed to explore how trigger warnings are used was sent by email to undergraduate nursing students at two universities. Responses were anonymized and analyzed using thematic analysis. RESULTS Analysis of the response of 89 students identified four themes and nine subthemes. The main themes were 1) The way trigger warnings are delivered impacts how they are received. 2) Some topics are perceived as having inherent potential to distress. 3) The response to trigger warnings is not uniform. 4) Meeting support needs may change the way trigger warnings are experienced. CONCLUSION Further research is indicated to increase consistency in the support available to undergraduate nursing students.
Rees et al. (Mon,) studied this question.