Trauma-Informed Education in Nursing: A Concept Analysis.

BACKGROUND: Trauma-informed education provides a framework for a collaborative, relational trauma awareness model when working with nursing students. This concept analysis provides clarification, explicates the conceptual meaning of trauma-informed education, and lays a foundation for nurse educators navigating the challenge of meeting student needs during and after the coronavirus disease 2019 (COVID-19) pandemic. METHOD: Using Walker and Avant's concept analysis method, exhaustive multi-disciplinary and ancestry searches conducted in PubMed, CINAHL, ERIC, and PsychINFO identified 31 relevant article that were evaluated for relevance to the concept analysis as it relates to the context of nursing education. RESULTS: This analysis proposes a new definition of trauma-informed education to support future practice and research endeavors, providing a framework for transforming the nurse educator-student dyadic relationship. CONCLUSION: Trauma-informed education can provide a collaborative relational model with students based on trauma awareness as affecting one's being and self. [J Nurs Educ. 2022;61(6):296-302.].

Trauma informed education in nursing: A call for action.

Principles of trauma-informed care and resiliency building guides this call to action for trauma awareness in nursing education, aiming to guide nursing educators, researchers, and leaders in support, retention, and building foundational skill-sets in a now traumatized nursing student population. Nursing students have been greatly affected by the COVID-19 pandemic, resulting in documented trauma, complicated grief, depression, anxiety, and secondary stress syndrome. Students entering health care in a new landscape of ongoing trauma and chronic stress exposure require a shift in the nurse educators' role and position. Extensive outcome-based synthesis of trauma-informed education in other disciplines served as basis to create a pedagogical context using the Substance Abuse and Mental Health Services Administration (SAMHSA) framework for trauma-informed schools. Utilizing Watson's strategies for human caring theory in nursing education, a trauma-informed pedagogy is proposed for nurse educators. This framework for nurse educators and leaders will assist in navigating how to approach trauma-informed education in the context of higher education in nursing. It is time for a paradigm shift in nursing education towards a more collaborative, relational model with students, based on trauma-informed care; where trauma awareness and the impact on one's being serves purpose for the nursing student.