Trauma-informed leadership strategies to improve baccalaureate nursing student engagement and well-being

Abstract

Trauma-informed leadership is a critical strategy in enhancing nursing student success by fostering a supportive and empowering educational environment. The inclusion of trauma-informed practices in nursing education emphasizes the importance of understanding this generation of students impacted by the COVID-19 pandemic and other potential traumas. Strategies for how trauma-informed leadership was implemented in a baccalaureate nursing program are detailed in this article. In an enhanced relationship-centered environment, opportunities were developed to build relationships and trust with students during scheduled faculty-student lunches, and open virtual hours in the evening with the program director. Through a senior-class art therapy project, students enjoyed the opportunity for creativity and healing. Supportive resources were provided to students, such as counseling and academic support specialists. However, the limitations of this approach include the need for ongoing faculty development and potential challenges in tailoring support to individual student needs. Despite these limitations, the trauma-informed leadership approach targeted student well-being, resilience, trust, and a sense of belonging. The implications for nursing educational practice underscore the necessity of adopting trauma-informed approaches to better prepare a resilient and engaged pipeline of nurses.