DNP Scholarly Projects

Abstract

BACKGROUND: Trauma is highly prevalent among nursing students, and unrecognized responses to that trauma can negatively impact learning, psychological safety, and academic performance (Doughty, 2020). Although trauma-informed care (TIC) principles are described in clinical settings, its use in undergraduate nursing programs remains limited. Faculty often lack formal TIC training, reducing their ability to support students with lived traumatic experiences. TIC education can improve awareness, responsiveness, and educator confidence (Bosse et al., 2021; Doughty, 2020; MacLochlainn et al., 2022). This project aimed to improve faculty knowledge and explore attitudinal shifts following a structured TIC educational intervention.

METHODS: Two Plan-Do-Study-Act (PDSA) cycles were utilized in this quality improvement project. Participants completed four online modules developed by a credible trauma-informed organization and Caring for Caregivers: A Guide for Empathetic Education. Knowledge was assessed through pre- and posttests, while attitudinal changes were measured using the Attitudes Related to Trauma-Informed Care (ARTIC) Scale.

INTERVENTION:

  • Cycle 1: Participants completed a three-fold intervention consisting of a 30-minute in-person TIC session during new-hire orientation, online modules from a credible trauma-informed organization, and Caring for Caregivers. An immediate pretest, immediate posttest, and 4-week sustainability survey were distributed.
  • Cycle 2: Participants completed a two-fold intervention consisting of online modules from a credible trauma-informed organization and Caring for Caregivers. Learning materials were distributed with four weeks of flexible engagement and reminder prompts, which included an immediate pretest and posttest.

RESULTS:

  • Cycle 1 (n=17) showed a 25% increase in knowledge. ARTIC scores remained unchanged (41.7).
  • Cycle 2 (n=20) demonstrated a 36% knowledge increase and a 4.3% ARTIC improvement.
  • Across both cycles, 100% reported the intervention as beneficial and the majority desired additional TIC training.

CONCLUSION: Trauma-informed education can be utilized as a means to improve faculty knowledge and attitudes. Extended access to the learning material strengthened learning outcomes, which align with literature that emphasizes ongoing reinforcement for culture change. Implementing TIC-focused faculty development may enhance empathetic teaching practices, promote psychologically safe learning environments, and better support diverse student needs.

Streaming Media

Comments

References

Bosse, J. D., Clark, K. D., & Arnold, S. (2021). Implementing trauma‑informed education practices in undergraduate mental health nursing education. Journal of Nursing Education, 60(12), 707–711. https://doi.org/10.3928/01484834-20211103-02

Doughty, K. (2020). Increasing trauma‑informed awareness and practice in higher education. Journal of Continuing Education in the Health Professions, 40(1), 66–68. https://doi.org/10.1097/CEH.0000000000000279

MacLochlainn, J., Cullen, L., Flannery, L., & Burke, T. (2022). An evaluation of whole‑school trauma‑informed training intervention among post‑primary school personnel: A mixed‑methods study. Journal of Child & Adolescent Trauma, 15(3), 925-941. https://doi.org/10.1007/s40653-021-00432-3

Date

Winter 12-1-2025

First Advisor

Kaylyn Bourne

Scholarly Project Team Member

Angela Lane

Scholarly Project Team Member

David Phillippi

Department

Nursing, School of

College

Health Sciences & Nursing, Gordon E. Inman College of

Document Type

Poster

Degree

Doctorate of Nursing Practice (DNP)

Degree Level

Doctoral

Degree Grantor

Belmont University

Keywords

trauma-informed care, nursing education, faculty development, undergraduate nursing, psychological safety, quality improvement, empathetic education

Download

Included in

Nursing Commons

Share

COinS