Implementing a Trauma-informed approach in undergraduate nursing student clinical education: Strategies for clinical nurse educators

Abstract

Aim

To discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students’ learning in the clinical environment.

Background

Undergraduate nursing students’ risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students’ academic abilities and their well-being. The implications of clinical related critical incidents may extend to future nurse retention and recruitment as students question the perception of the profession’s identity. The cumulative effect from trauma may impact nursing students’ mental health making them vulnerable to trauma-related symptoms and disorders.

Design

A discussion paper is used to support the application of a trauma-informed approach throughout clinical learning experiences.

Method

With relevant literature, a trauma-informed approach is emphasized for developing and maintaining safe environments that foster learning and optimize the health and well-being of nursing students.

Results

The key assumptions and principles of a trauma-informed approach as outlined by the Substance Abuse and Mental Health Services Administration underpinned the proposed strategies that clinical nurse educators may use while preparing for clinical, during, and after experiences.

Conclusion

A trauma-informed approach may encourage undergraduate nursing students to adopt key tenets into their future clinical practices so they can effectively support patients, families, and their colleagues.