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

The Journal of nursing education Pub Date : 2024-11-01 DOI:10.3928/01484834-20240617-04

Rachel Elliott, Natalie Giannotti, Kathryn Pfaff, Edward Cruz

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Abstract

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.].

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本科护理教育中的创伤知情护理：综合评论。

背景：创伤知情护理（TIC）要求医疗服务提供者和机构在提供护理服务时假定每个人都有创伤史（Hopper 等人）。尽管最近在不同的护理专业中都兴起了对创伤知情护理的研究，但将创伤知情护理纳入护理课程的相关知识仍不明确：方法：按照 Whittemore 和 Knafl 的程序，对本科护理教育中与 TIC 相关的文献进行了综合综述：浮现出五个主题：（1）本科课程中孤立的TIC整合；（2）安全学习环境中的TIC；（3）护理教育中不一致的TIC定义；（4）护士教育者培训的先决条件；以及（5）学生认识到实施差距并寻求解决方案：本综述强调了护理教育中 TIC 整合所面临的挑战，强调了持续研究、培训和合作的必要性。这些努力对于培养未来的护理专业人员具备提供高质量创伤知情护理的技能至关重要，从而使学生、患者和医疗保健服务受益。[J Nurs Educ. 2024;63(11):737-745.].

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The Journal of nursing education

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