三重风险！新冠疫情、高 ACE 得分与美墨边境：运用创伤知情教学法降低风险
Triple-jeopardy! COVID-19, high ACE scores, and the US-Mexico border: Mitigating risks with trauma-informed pedagogy.
作者信息
Wholeben Melissa, Fowler Karen, Martinez Jacob
机构信息
The University of Texas at El Paso, College of Nursing, El Paso, TX, USA.
出版信息
Teach Learn Nurs. 2023 Jul;18(3):e89-e93. doi: 10.1016/j.teln.2023.04.013. Epub 2023 Apr 26.
Abstract
With the urgent need to increase the number of diverse nurses in the healthcare system, it is more necessary than ever to explore and discuss solutions that help students succeed in the extremely stressful nursing school environment. COVID-19 has exacerbated stress for nursing students nationwide. Additionally, high ACE scores and living on the US-Mexico border put certain students in "triple-jeopardy" for failing. Trauma-informed pedagogy mitigates this danger by creating a secure and productive learning environment.
摘要
鉴于医疗保健系统迫切需要增加多元化护士的数量，探索和讨论有助于学生在压力极大的护理学校环境中取得成功的解决方案比以往任何时候都更加必要。新冠疫情加剧了全国护理专业学生的压力。此外，不良童年经历得分高以及生活在美国与墨西哥边境使某些学生面临三重失败风险。创伤知情教学法通过营造一个安全且富有成效的学习环境来减轻这种风险。
相似文献
1
Triple-jeopardy! COVID-19, high ACE scores, and the US-Mexico border: Mitigating risks with trauma-informed pedagogy.三重风险！新冠疫情、高 ACE 得分与美墨边境：运用创伤知情教学法降低风险
Teach Learn Nurs. 2023 Jul;18(3):e89-e93. doi: 10.1016/j.teln.2023.04.013. Epub 2023 Apr 26.
2
Trauma informed education in nursing: A call for action.创伤知情教育在护理中的应用：行动呼吁。
Nurse Educ Today. 2021 Jun;101:104880. doi: 10.1016/j.nedt.2021.104880. Epub 2021 Mar 23.
3
Trauma-Informed Pedagogy to Foster Resilience in Graduate Nursing Education.创伤知情教学法在研究生护理教育中培养韧性
Nurs Educ Perspect. 2022;43(5):303-305. doi: 10.1097/01.NEP.0000000000001006. Epub 2022 Jun 23.
4
An approach to trauma-informed education in prelicensure nursing curricula.创伤知情教育在护理课程预许可中的应用。
Nurs Forum. 2022 Jul;57(4):658-664. doi: 10.1111/nuf.12726. Epub 2022 Apr 24.
5
Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.为本科护理专业学生交流模块设计的混合式学习教学法：一项准实验研究。
Nurse Educ Today. 2018 Feb;61:120-126. doi: 10.1016/j.nedt.2017.11.011. Epub 2017 Nov 16.
6
Trauma-informed education: Creating and pilot testing a nursing curriculum on trauma-informed care.创伤知情教育：创建和试点测试创伤知情护理护理课程。
Nurse Educ Today. 2020 Feb;85:104256. doi: 10.1016/j.nedt.2019.104256. Epub 2019 Nov 1.
7
Trauma-informed care in acute mental health units through the lifeworld of mental health nurses: A phenomenological study.通过精神科护士的生活世界在急性精神科病房实施创伤知情护理：一项现象学研究。
Int J Ment Health Nurs. 2023 Jun;32(3):829-838. doi: 10.1111/inm.13120. Epub 2023 Jan 27.
8
The Importance of Anti-Racism in Trauma-Informed Family Engagement.在创伤知情型家庭参与中反种族主义的重要性。
Adm Policy Ment Health. 2022 Jan;49(1):125-138. doi: 10.1007/s10488-021-01147-1. Epub 2021 Jun 30.
9
Trauma-informed care for the pediatric nurse.创伤知情护理：儿科护士必读。
J Pediatr Nurs. 2022 Jan-Feb;62:1-9. doi: 10.1016/j.pedn.2021.11.003. Epub 2021 Nov 17.
10
Effectiveness of narrative pedagogy in developing student nurses' advocacy role.叙事教学法在培养实习护士倡导角色方面的有效性。
Nurs Ethics. 2016 Mar;23(2):132-41. doi: 10.1177/0969733014557718. Epub 2014 Dec 10.
本文引用的文献
1
A Path Toward Equity and Inclusion: Establishing a DEI Committee in a Department of Pediatrics.迈向公平与包容之路：在儿科系设立 DEI 委员会。
J Clin Psychol Med Settings. 2023 Jun;30(2):342-355. doi: 10.1007/s10880-022-09929-x. Epub 2022 Dec 3.
2
Application of trauma-informed care principles in academic nursing settings during the COVID-19 pandemic.创伤知情护理原则在 COVID-19 大流行期间学术护理环境中的应用。
Nurs Forum. 2022 Nov;57(6):1585-1592. doi: 10.1111/nuf.12789. Epub 2022 Aug 23.
3
Knowledge and perceptions of adverse childhood experiences (ACEs) among prelicensure nursing students.护理专业学生对不良童年经历（ACEs）的认知和感知。
Int J Nurs Educ Scholarsh. 2022 May 27;19(1):ijnes-2022-0006. doi: 10.1515/ijnes-2022-0006.
4
Understanding the Impact of Trauma in Hispanic Nursing Students: Resilience and Learning Outcomes.了解创伤对西班牙裔护理专业学生的影响：复原力与学习成果。
Hisp Health Care Int. 2023 Mar;21(1):22-29. doi: 10.1177/15404153221098131. Epub 2022 Apr 28.
5
Nursing students' adverse childhood experience scores: a national survey.护理专业学生的逆境经历得分：一项全国性调查。
Int J Nurs Educ Scholarsh. 2021 Dec 28;18(1):ijnes-2021-0013. doi: 10.1515/ijnes-2021-0013.
6
Implementing Trauma-Informed Education Practices in Undergraduate Mental Health Nursing Education.将创伤知情教育实践融入本科心理健康护理教育中。
J Nurs Educ. 2021 Dec;60(12):707-711. doi: 10.3928/01484834-20211103-02. Epub 2021 Dec 1.
7
Anxiety and fear of COVID-19 among nursing students during the COVID-19 pandemic: A descriptive correlation study.新冠疫情期间护理专业学生对 COVID-19 的焦虑和恐惧：一项描述性相关性研究。
Perspect Psychiatr Care. 2022 Jan;58(1):141-148. doi: 10.1111/ppc.12851. Epub 2021 May 20.
8
A descriptive study of adverse childhood experiences and depression, anxiety, and stress among undergraduate nursing students.描述性研究：本科护生的童年不良经历与抑郁、焦虑和压力。
J Prof Nurs. 2021 Mar-Apr;37(2):291-297. doi: 10.1016/j.profnurs.2021.01.007. Epub 2021 Jan 20.
9
Trauma informed education in nursing: A call for action.创伤知情教育在护理中的应用：行动呼吁。
Nurse Educ Today. 2021 Jun;101:104880. doi: 10.1016/j.nedt.2021.104880. Epub 2021 Mar 23.
10
Teaching During a Pandemic: A Model for Trauma-Informed Education and Administration.疫情期间的教学：创伤知情教育与管理模式
Pedagogy Health Promot. 2021 Mar;7(1):14-24. doi: 10.1177/2373379920965596. Epub 2020 Oct 14.
Zotero 插件