Trauma Informed Educational Practices: An Educational Innovation for GraduateNursing Students

Nadine M. Aktan, Jeffrey Kwong, Mamilda Robinson, Sallie Porter, Latoya Rawlins, Caroline Dorsen

Research output: Contribution to journalArticlepeer-review

Abstract

The signifi cance of trauma on the nursing workforce is of utmost importance in graduate nursing education. Competingroles of graduate nursing students, such as the demands of nursing practice and advanced education, can increasevulnerability to trauma and chronic stress. Stressors associated with graduate nursing education can signifi cantly impactstudent and program outcomes. Incorporating a trauma-informed approach to graduate-level education can be anessential component to support the needs of this student population. Creating and sustaining a trauma-informedacademic setting requires awareness, open-mindedness, empathy, and incorporating educational practices that promotehealing and mitigate harm. Nurse faculty can play a pivotal role in restructuring curriculum design to include principles ofa trauma-informed approach.

Original languageEnglish (US)
JournalOnline Journal of Issues in Nursing
Volume28
Issue number1
DOIs
StatePublished - 2023

Keywords

  • education
  • graduate
  • nursing
  • Trauma
  • trauma informed care
  • workforce retention

ASJC Scopus subject areas

  • Issues, ethics and legal aspects

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