Trauma-Informed Education in Nursing: A Concept Analysis

被引：11

作者：

Goddard, Anna ^{[1
,2
]}

Jones, Rebecca Witten ^{[1
]}

Esposito, Dorothea ^{[1
]}

Etcher, LuAnn ^{[1
]}

机构：

[1] Sacred Heart Univ, 5151 Pk Ave, Fairfield, CT 06825 USA

[2] Child & Family Agcy, Med Serv, New London, CT USA

来源：

JOURNAL OF NURSING EDUCATION | 2022年 / 61卷 / 06期

关键词：

COVID-19; CHILDREN; NURSES; IMPACT; CARE;

D O I：

10.3928/01484834-20220404-15

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

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: Traumainformed education can provide a collaborative relational model with students based on trauma awareness as affecting one's being and self.

引用

页码：296 / 302

页数：7

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