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<p>The concept of vicarious traumatisation (VT) is distinguished from psychological stress concepts of ‘burnout’, ‘compassion fatigue’, and ‘secondary traumatic stress’. Cancer support line workers may have a heightened risk of VT. Taking education as an intervention for VT, the aim of this study was to capture pre- and post-perceptions of an e-learning intervention for cancer support line workers.&#xa0;To explore cancer support line workers’ perceptions of VT pre- and post- e-learning intervention.&#xa0;Ten study participants were surveyed prior to a VT e-learning intervention. Nine study participants&#xa0;completed e-learning, followed by semi-structured interviews. Reflexive thematic analysis was utilised.&#xa0;Five themes emerged: pre-existing understanding of VT, resonance, recognition, refocus self-care,&#xa0;and reflection on the impact of VT experience. Varied levels of understanding of the concept of VT&#xa0;were identified. The module was impactful and increased understanding of VT for most participants.&#xa0;A requirement for formalised VT education, subsequent signposting, and support, was identified.&#xa0;Participants expressed desire for refresher courses.</p>

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Qualitative Evaluation of a Vicarious Trauma e-learning Initiative for Cancer Support Line Workers in the UK

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月27日

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  • Donna Munro,
  • Andrew Killen,
  • Karen Campbell

摘要

The concept of vicarious traumatisation (VT) is distinguished from psychological stress concepts of ‘burnout’, ‘compassion fatigue’, and ‘secondary traumatic stress’. Cancer support line workers may have a heightened risk of VT. Taking education as an intervention for VT, the aim of this study was to capture pre- and post-perceptions of an e-learning intervention for cancer support line workers. To explore cancer support line workers’ perceptions of VT pre- and post- e-learning intervention. Ten study participants were surveyed prior to a VT e-learning intervention. Nine study participants completed e-learning, followed by semi-structured interviews. Reflexive thematic analysis was utilised. Five themes emerged: pre-existing understanding of VT, resonance, recognition, refocus self-care, and reflection on the impact of VT experience. Varied levels of understanding of the concept of VT were identified. The module was impactful and increased understanding of VT for most participants. A requirement for formalised VT education, subsequent signposting, and support, was identified. Participants expressed desire for refresher courses.