Evaluation of Interprofessional Teaching Strategy for Nursing Students on Perinatal Trauma-Informed Care

Kuhnly, Joan Esper; Bourassa, Denise; DiLeone, Christine; Dodge, Meredith; Maruca, Annette T.; Beck, Cheryl Tatano

doi:10.1097/01.nep.0000000000000537

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…51 Our final analysis included 55 studies. 52–106 The list of included studies is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B351.…”

Section: Resultsmentioning

confidence: 99%

“…97 Workshops focused on clinicians in a range of career stages: 9 (16.4%) on medical students, 55,62,68,72,86,88,89,96,98 8 (14.5%) on resident physicians, 59,64,67,76,93–95,97 and 2 (3.6%) on attending physicians. 61,73 Some studies focused on the experiences of a certain patient population; we identified 10 (18.2%) on adverse childhood experiences, 53,61,64,66,78,81,89,91,94,99 6 (10.9%) on intimate partner violence, 57,59,76,85,88,96 5 (9.1%) on pregnancy, 57,60,80,93,97 2 (3.6%) on substance use disorders, 83,93 2 (3.6%) on human trafficking, 71,98 2 (3.6%) on refugees, 63,70 and 1 (1.8%) on people living with HIV. 101…”

Section: Resultsmentioning

confidence: 99%

“…Confidence in trauma-informed care skills 38 (74.5) [52][53][54][55][57][58][59][60][61][62][64][65][66][67][68][70][71][72][74][75][76][77]81,83,84,87,88,90,[92][93][94]96,97,[99][100][101]103,105 Training content knowledge assessment 25 (49.0) 53,55,58,[60][61][62][63][64][65]71,75,78,80,83,85,86,…”

Section: Survey Item No (%) Of Studies Referencesmentioning

confidence: 99%

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Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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Purpose Trauma-exposed persons often experience difficulties accessing medical care, remaining engaged in treatment plans, and feeling psychologically safe when receiving care. Trauma-informed care (TIC) is an established framework for health care professionals, but best practices for TIC education remain unclear. To remedy this, the authors conducted a multidisciplinary scoping literature review to discern best practices for the design, implementation, and evaluation of TIC curricula for health care professionals. Method The research team searched Ovid MEDLINE, Cochrane Library, Elsevier’s Scopus, Elsevier’s Embase, Web of Science, and the PTSDpubs database from the database inception date until May 14, 2021. Worldwide English language studies on previously implemented TIC curricula for trainees or professionals in health care were included in this review. Results Fifty-five studies met the inclusion criteria, with medicine being the most common discipline represented. The most prevalent learning objectives were cultivating skills in screening for trauma and responding to subsequent disclosures (41 studies [74.5%]), defining trauma (34 studies [61.8%]), and understanding trauma’s impact on health (33 studies [60.0%]). Fifty-one of the studies included curricular evaluations, with the most common survey items being confidence in TIC skills (38 studies [74.5%]), training content knowledge assessment (25 studies [49.0%]), participant demographic characteristics (21 studies [41.2%]), and attitudes regarding the importance of TIC (19 studies [37.3%]). Conclusions Future curricula should be rooted in cultural humility and an understanding of the impacts of marginalization and oppression on individual and collective experiences of trauma. Moreover, curricula are needed for clinicians in more diverse specialties and across different cadres of care teams. Additional considerations include mandated reporting, medical record documentation, and vicarious trauma experienced by health care professionals.

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“…51 Our final analysis included 55 studies. 52–106 The list of included studies is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B351.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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Trauma-Informed Care in Nursing Curricula: Development of a Simulation-Based Educational Framework to Guide Health Professions

Guest,

Miller

2024

Nurs Educ Perspect

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AIM This research aimed to uncover elements of a comprehensive, trauma-informed (TI) multidisciplinary health professions simulation framework to improve the delivery of care to traumatized patients. BACKGROUND Trauma is a pervasive public health problem requiring a TI approach. Simulation is an evidence-based teaching strategy that advances knowledge and clinical reasoning. There is a lack of scientifically based simulation education models addressing the delivery of TI care for the health professions. METHOD A Delphi study utilizing a panel of experts was conducted to identify the most critical elements of a simulation framework. RESULTS Phase one identified 10 content areas and 111 subcontent areas. Phase two analysis revealed 99 percent of the 111 subcontent areas achieved expert consensus. CONCLUSION This Delphi study provides the first scientifically based framework to guide the development of a comprehensive, TI, multidisciplinary simulation framework to recognize trauma survivors and subsequently display concern and respect.

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Child Adversity and Trauma-Informed Care Teaching Interventions: A Systematic Review

et al. 2022

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OBJECTIVES: Health professionals need training to provide trauma-informed care (TIC) for children with adverse childhood experiences (ACEs), which can affect short- and long-term health. We summarize and evaluate published curricula for health professionals on ACEs and TIC. METHODS: We searched PubMed, Embase, Web of Science, CINAHL, Cochrane Central Register of Controlled Trials, PsychInfo, and MedEdPORTAL through January 2021. Studies meeting the following criteria were included: Described teaching interventions on ACEs, TIC, and child abuse and maltreatment; included health care providers or trainees as learners; were written in English; included an abstract; and described a curriculum and evaluation. We reviewed 2264 abstracts, abstracted data from 79 studies, and selected 51 studies for qualitative synthesis. RESULTS: Studies focused on ACEs/TIC (27), child abuse (14), domestic/intimate partner violence (6), and child maltreatment/parental physical punishment (4). Among these 51 studies, 43 were published since 2010. Learners included a mix of health professionals (34) and students (17). Duration, content, and quality of the 51 curricula were highly variable. An analysis of 10 exemplar curricula on ACEs and/or TIC revealed high and very high quality for methods and moderate to very high quality for curriculum evaluation, suggesting that they may be good models for other educational programs. Four of the 10 exemplars used randomized controlled trials to evaluate efficacy. Studies were limited to English language and subject to publication bias. CONCLUSIONS: ACEs and TIC are increasingly relevant to teaching health professionals, especially pediatricians, and related teaching curricula offer good examples for other programs.

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Evaluation of Interprofessional Teaching Strategy for Nursing Students on Perinatal Trauma-Informed Care

Cited by 3 publications

References 6 publications

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Trauma-Informed Care in Nursing Curricula: Development of a Simulation-Based Educational Framework to Guide Health Professions

Child Adversity and Trauma-Informed Care Teaching Interventions: A Systematic Review

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