Training in peer support across roles, professions, and institutions: Stress First Aid for current and future healthcare professionals at partner academic centers

Abstract Background The prevalence of stress and stress injury among healthcare professionals and students is well-documented and exacerbated by long work hours, high patient volume, and challenging working conditions. Traditional well-being programs have focused on individual resilience, often neglecting the importance of peer support and a culture of caring. The Stress First Aid for Healthcare Workers (SFA-HCW) program, originally developed by the Department of Defense, was adapted for health professions students, staff, and faculty at Duke University and North Carolina Central University (NCCU). This program aims to improve confidence in delivering peer support and promote long-term well-being. The SFA-HCW program addresses stress in a “pre-clinical” phase, making it accessible to lay audiences. It equips participants to recognize and respond to stress injuries in peers while preserving life, preventing further harm, and promoting recovery. Methods The SFA-HCW program was delivered to over 1,150 participants through synchronous and asynchronous training sessions. A pre-post design was utilized to deploy surveys collecting demographics and assessing burnout, work-life balance, and self-efficacy in providing peer support. This study presents results for participants for whom matched pre/post data was available. Statistical analysis was conducted using paired t-tests and mixed model analysis of variance (ANOVA). Results Respondents included a diverse group of 336 faculty, staff, and students from a range of professions. Of these, 61.6% were from nursing and 12.8% from medicine. The most common roles reported were students (68.2%) and staff (15.2%). 71.7% took part in synchronous face-to-face or online training sessions. Participants reported significant ( p <.001) improvements in self-efficacy across all measured items, regardless of profession, role, or training modality. The program was well-received, with high satisfaction ratings for course quality, content, pace, resources, and faculty. Conclusions The SFA-HCW program demonstrated feasibility and effectiveness in enhancing self-reported ability to provide peer support among healthcare professionals and students. The program’s flexibility in delivery methods and focus on interprofessional collaboration were key strengths. Ongoing evaluation will assess the long-term impact on reducing burnout and improving patient care.