Translational Research on Peer-led Reflective Practice Using Stress First Aid: A Qualitative Descriptive Study

Keywords

translational science, translational research, stress first aid, peer support, resilience, nursing education

Abstract

Background

Nursing students experience persistent academic and clinical stress that impacts mental health, learning, and readiness for professional practice. Peer support and structured reflection are increasingly recognized as essential to trauma-informed and sustainable nursing education. Yet, they remain inconsistently integrated into curricula.

Purpose

To explore undergraduate nursing students’ experiences of participating in a peer-led stress first aid reflective process.

Method

A qualitative descriptive design was used. Thirty-seven undergraduate nursing students participated in weekly peer-facilitated stress first aid check-ins and student-led reflective discussions over six weeks. Data from peer-led focus groups were analyzed using inductive reflexive thematic analysis.

Results

Four themes were identified: (1) Recognizing Academic Pressure as a Shared Experience; (2) Valuing Protected Time for Emotional Awareness; (3) Developing Adaptive and Communal Coping Strategies; and (4) Using Peer Dialogue to Reimagine Institutional Support.

Conclusion

Results indicate emotional awareness, adaptive coping, and collective meaning-making among nursing students. Findings position peer-supported reflection as a promising translational research-based approach for embedding relational stress recognition and response into nursing education.

Original Publication Citation

Drake, J., & Watson, A. L. (2026). Translational research on peer-led reflective practice using stress first aid: A qualitative descriptive study. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2026.04.014

Document Type

Peer-Reviewed Article

Publication Date

2026-05-15

Publisher

Teaching and Learning in Nursing

Language

English

College

Nursing

University Standing at Time of Publication

Assistant Professor

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