Using simulation for cross-curricular integration of adverse childhood experiences knowledge in a baccalaureate nursing program

Background

Adverse Childhood Experiences (ACEs) are prevalent in the United States, significantly impacting public health and well-being. Despite calls for integrating ACEs education into nursing programs, limited evidence exists on effective methods. This study addresses this gap by employing didactic and simulation-based education to teach baccalaureate nursing students about ACEs and Trauma-Informed Care (TIC).

Methods

This longitudinal quasi-experimental study examined the impact of integrating ACEs education into theory and high-fidelity simulation experiences. Students progressed from foundational ACEs knowledge to advanced topics, engaging with simulated patients.

Results

Significant improvements in ACEs knowledge were observed across various domains, including awareness and prevention, resilience, and informing policy. Self-assessment responses also indicated improved understanding. The study demonstrated the reliability of the survey instrument (Cronbach's alpha = 0.89).

Conclusion

Integrating ACEs education through didactic and simulation approaches in nursing education enhances students' knowledge and understanding of the adverse effects of childhood trauma.