Implementing Trauma-Informed Education Practices in Undergraduate Mental Health Nursing Education

Trauma-Informed Care in Undergraduate Nursing Education: An Integrative Review

BACKGROUND

Trauma-informed care (TIC) requires health care providers and organizations to provide care in a way that assumes everyone has a trauma history (Hopper et al.). Although there has been a recent rise to investigate TIC within various nursing specialties, knowledge related to integrating TIC into nursing curricula remains unclear.

METHOD

An integrative review following Whittemore and Knafl procedures synthesized the literature related to TIC in undergraduate nursing education.

RESULTS

Five themes surfaced: (1) isolated tic integration in undergraduate courses; (2) TIC for safe learning environments; (3) inconsistent TIC definitions in nursing education; (4) prerequisite nurse educator training; and (5) students recognizing an implementation gap and seeking solutions.

CONCLUSION

This review highlights TIC integration challenges in nursing education, emphasizing the need for ongoing research, training, and collaboration. These efforts are vital to equip future nursing professionals with the skills to provide high-quality trauma-informed care, benefiting students, patients, and health care delivery. [J Nurs Educ. 2024;63(11):737-745.].

Trauma-Informed Care in Nursing Curricula: Development of a Simulation-Based Educational Framework to Guide Health Professions

AIM

This research aimed to uncover elements of a comprehensive, trauma-informed (TI) multidisciplinary health professions simulation framework to improve the delivery of care to traumatized patients.

BACKGROUND

Trauma is a pervasive public health problem requiring a TI approach. Simulation is an evidence-based teaching strategy that advances knowledge and clinical reasoning. There is a lack of scientifically based simulation education models addressing the delivery of TI care for the health professions.

METHOD

A Delphi study utilizing a panel of experts was conducted to identify the most critical elements of a simulation framework.

RESULTS

Phase one identified 10 content areas and 111 subcontent areas. Phase two analysis revealed 99 percent of the 111 subcontent areas achieved expert consensus.

CONCLUSION

This Delphi study provides the first scientifically based framework to guide the development of a comprehensive, TI, multidisciplinary simulation framework to recognize trauma survivors and subsequently display concern and respect.

Trauma-Informed Professional Development: A Concept Analysis

GOAL

This study reports an analysis of the concept of trauma-informed professional development as it applies to staff nurses in health care organizations.

BACKGROUND

There is an urgent need for interventions to protect staff nurses from the psychological impact of traumatic events. By integrating the principles of trauma-informed care into professional development practices, nursing professional development practitioners have a unique opportunity to support nurses and help to promote recovery from trauma-related mental health outcomes. Data were obtained from a content searching service.

METHOD

Walker and Avant's approach to concept analysis was used (2019).

RESULTS

An operational definition of the concept of trauma-informed professional development as applied to staff nurses in health care organizations was developed. Potential benefits include staff nurse well-being, empowerment, resilience, and enhanced competency. Potential consequences for health care organizations include increased staff morale and retention.

CONCLUSION

By applying trauma-informed professional development activities, nursing professional development practitioners can minimize negative consequences when teaching topics that could unintentionally adversely affect some participants. [J Contin Educ Nurs. 2024;55(2):69-77.].

Integration of Trauma-informed Care Into the Doctor of Pharmacy Curriculum

Trauma-informed care (TIC) is a framework based on understanding and responding to individuals' experiences of psychological trauma (defined as harmful circumstances that have a lasting impact on emotional well-being), as well as fostering their sense of safety and empowerment. Health profession degree programs are increasingly integrating TIC training into their curricula. Although literature is scarce regarding TIC education in academic pharmacy, student pharmacists will likely encounter patients, co-workers, and peers who have experienced psychological trauma. Students may also have experienced psychological trauma themselves. Therefore, student pharmacists would benefit from TIC learning, and pharmacy educators should consider implementing trauma-informed education. This commentary defines the TIC framework, explores its benefits, and considers an approach to implementing the TIC framework in pharmacy education with little disruption to existing curricula.

Triple-jeopardy! COVID-19, high ACE scores, and the US-Mexico border: Mitigating risks with trauma-informed pedagogy

With the urgent need to increase the number of diverse nurses in the healthcare system, it is more necessary than ever to explore and discuss solutions that help students succeed in the extremely stressful nursing school environment. COVID-19 has exacerbated stress for nursing students nationwide. Additionally, high ACE scores and living on the US-Mexico border put certain students in "triple-jeopardy" for failing. Trauma-informed pedagogy mitigates this danger by creating a secure and productive learning environment.