Abstract：
BACKGROUND:Trauma is a significant contributor to morbidity and mortality. Trauma-informed care (TIC) provides a safe and supportive healthcare environment for patients who have experienced trauma. Educating healthcare providers improves knowledge, attitudes, and skills related to TIC. However, nursing programs do not systematically integrate TIC education. PURPOSE:To create, implement, and evaluate nursing content on TIC at the graduate and undergraduate levels at one university. METHOD:A pretest-posttest survey was utilized to assess changes in TIC knowledge, attitudes, and skills related to the delivery of content on trauma and TIC to students in three courses at one large Midwestern university in January 2019. Safety, acceptability, and transferability were also measured. FINDINGS:The content improved nursing students' knowledge and skills related to providing TIC. Further, content on TIC is acceptable to both undergraduate and graduate students and is transferrable to non-nursing students. DISCUSSION:The current study provides a trauma-informed nursing education model that is safe, appropriate, acceptable, and efficacious.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Cannon LM,Coolidge EM,LeGierse J,Moskowitz Y,Buckley C,Chapin E,Warren M,Kuzma EKdoi
10.1016/j.nedt.2019.104256subject
Has Abstractpub_date
2020-02-01 00:00:00pages
104256eissn
0260-6917issn
1532-2793pii
S0260-6917(19)31019-6journal_volume
85pub_type
杂志文章abstract：:The aim of this qualitative case study was to examine the use of reflective journals in promoting reflection and learning in post-registration nursing students. A purposive homogenous sample of 42 part-time post-registration students who had undertaken a module either as part of the Diploma in Professional Studies in ...
journal_title：Nurse education today
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