Bailee Jo Yvette Bourassa, Tania Bergen, Holly Graham
{"title":"临床护理教育中创伤敏感教学策略的综合评价。","authors":"Bailee Jo Yvette Bourassa, Tania Bergen, Holly Graham","doi":"10.3928/01484834-20240702-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.</p><p><strong>Method: </strong>A comprehensive integrative review was conducted to identify literature related to TSTS. The review revealed a gap in the literature related to TSTS in clinical nursing education.</p><p><strong>Results: </strong>Four key themes related to TSTS were identified: (1) relationship between the student and instructor; (2) respectful interactions; (3) recognition of trauma; and (4) responses to trauma. From the review, a framework was formulated specific to TSTS within clinical nursing education.</p><p><strong>Conclusion: </strong>This review identified TSTS that nurse educators can use to support nursing students affected by trauma succeed in the clinical environment. <b>[<i>J Nurs Educ</i>. 2024;63(12):797-805.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"797-805"},"PeriodicalIF":0.0000,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Trauma-Sensitive Teaching Strategies in Clinical Nursing Education: An Integrative Review.\",\"authors\":\"Bailee Jo Yvette Bourassa, Tania Bergen, Holly Graham\",\"doi\":\"10.3928/01484834-20240702-01\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.</p><p><strong>Method: </strong>A comprehensive integrative review was conducted to identify literature related to TSTS. The review revealed a gap in the literature related to TSTS in clinical nursing education.</p><p><strong>Results: </strong>Four key themes related to TSTS were identified: (1) relationship between the student and instructor; (2) respectful interactions; (3) recognition of trauma; and (4) responses to trauma. From the review, a framework was formulated specific to TSTS within clinical nursing education.</p><p><strong>Conclusion: </strong>This review identified TSTS that nurse educators can use to support nursing students affected by trauma succeed in the clinical environment. <b>[<i>J Nurs Educ</i>. 2024;63(12):797-805.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":\"63 12\",\"pages\":\"797-805\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of nursing education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20240702-01\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240702-01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Trauma-Sensitive Teaching Strategies in Clinical Nursing Education: An Integrative Review.
Background: Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.
Method: A comprehensive integrative review was conducted to identify literature related to TSTS. The review revealed a gap in the literature related to TSTS in clinical nursing education.
Results: Four key themes related to TSTS were identified: (1) relationship between the student and instructor; (2) respectful interactions; (3) recognition of trauma; and (4) responses to trauma. From the review, a framework was formulated specific to TSTS within clinical nursing education.
Conclusion: This review identified TSTS that nurse educators can use to support nursing students affected by trauma succeed in the clinical environment. [J Nurs Educ. 2024;63(12):797-805.].
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
