Sacred Heart University, Davis & Henley College of Nursing, 5151 Park Avenue, Fairfield, CT 06825, United States of America; Clinical Services, Child and Family Agency of Southeastern Connecticut, 75 Granite Street, New London, CT 06320, United States of America.
Sacred Heart University, Davis & Henley College of Nursing, 5151 Park Avenue, Fairfield, CT 06825, United States of America.
Nurse Educ Today. 2021 Jun;101:104880. doi: 10.1016/j.nedt.2021.104880. Epub 2021 Mar 23.
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.
创伤知情护理原则和弹性构建指导着护理教育中的创伤意识行动呼吁，旨在指导护理教育者、研究人员和领导者，为现在受到创伤的护理学生群体提供支持、留用和建立基础技能。护理学生受到 COVID-19 大流行的严重影响，导致创伤后应激障碍、复杂悲伤、抑郁、焦虑和继发性应激综合征的记录。在创伤和慢性压力持续暴露的新环境中进入医疗保健领域的学生，需要转变护士教育者的角色和立场。对其他学科中创伤知情教育的广泛基于结果的综合研究为使用物质滥用和心理健康服务管理局（SAMHSA）创伤知情学校框架创建教学环境提供了基础。利用 Watson 的护理教育人类关怀理论策略，提出了一种针对护理教育者的创伤知情教学法。该框架为教育者和领导者提供了在护理高等教育背景下进行创伤知情教育的方法。现在是护理教育向更具协作性、更具关系性的学生模式转变的时候了，这种模式基于创伤知情护理；在这种模式下，创伤意识及其对人的影响对护理学生具有重要意义。
