Qin Qin, Cheng Le, Wang Jing Jing, Mohd Shariff Noorsuzana
Department of Medical, Quzhou College of Technology, Quzhou 324003, China; Advanced Medical and Dental Institute, Universiti Sains Malaysia, Penang 13200, Malaysia.
School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia.
Nurse Educ Pract. 2025 Jan;82:104233. doi: 10.1016/j.nepr.2024.104233. Epub 2024 Dec 13.
This study aims to synthesize and analyze a trauma-informed care (TIC) framework and its applications in nursing practice and education.
This study employed a hybrid systematic narrative review.
Eligible studies were reviewed following the hybrid systematic narrative review guidelines. Peer-reviewed articles published in English between January 2015 and June 2024 were included. These articles were retrieved from CINAHL, PubMed, Web of Science and Scopus databases. Quantitative, qualitative and mixed-methods studies were also included. All the included studies underwent data synthesis, analysis and quality assessment.
Sixteen studies were included: twelve studies examined trauma-informed care (TIC) in nursing practice and four focused on nursing education. Four primary frameworks were identified, with the Substance Abuse and Mental Health Services Administration (SAMHSA) framework being the most referenced. Most nurses held positive attitudes toward TIC, although their knowledge levels were generally moderate. Educational interventions significantly improved the TIC skills of nursing students. Although TIC offers substantial benefits, its implementation remains challenging. These challenges include time constraints, limited resources and concerns regarding potential re-traumatization.
Nurses generally showed positive attitudes toward TIC; however, significant knowledge gaps and implementation barriers remained. Addressing these challenges by incorporating TIC into nursing education could enhance nursing competencies. Standardized TIC education is essential for improving clinical practice and optimizing patient outcomes. Future research should evaluate the effectiveness of TIC in diverse healthcare settings and develop strategies to support nurses in high-pressure environments. Expanding and deepening TIC curricula holds significant potential for enhancing care quality and fostering a trauma-informed healthcare system.
本研究旨在综合分析创伤知情护理（TIC）框架及其在护理实践和教育中的应用。
本研究采用混合系统叙述性综述。
按照混合系统叙述性综述指南对符合条件的研究进行综述。纳入2015年1月至2024年6月期间以英文发表的同行评审文章。这些文章从CINAHL、PubMed、科学网和Scopus数据库中检索。定量、定性和混合方法研究也被纳入。所有纳入的研究都进行了数据综合、分析和质量评估。
纳入16项研究：12项研究考察了护理实践中的创伤知情护理（TIC），4项研究聚焦于护理教育。确定了四个主要框架，其中药物滥用和心理健康服务管理局（SAMHSA）框架被引用最多。大多数护士对TIC持积极态度，尽管他们的知识水平普遍中等。教育干预显著提高了护生的TIC技能。尽管TIC有诸多益处，但其实施仍具有挑战性。这些挑战包括时间限制、资源有限以及对潜在再次创伤的担忧。
护士总体上对TIC持积极态度；然而，仍存在显著的知识差距和实施障碍。将TIC纳入护理教育以应对这些挑战可以提高护理能力。标准化的TIC教育对于改善临床实践和优化患者结局至关重要。未来的研究应评估TIC在不同医疗环境中的有效性，并制定策略以支持处于高压环境中的护士。扩展和深化TIC课程对于提高护理质量和建立创伤知情医疗系统具有巨大潜力。
