Trauma-Informed Education in Nursing: A Concept Analysis
Document Type
Peer-Reviewed Article
Publication Date
6-2022
Abstract
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 multidisciplinary 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.
DOI
10.3928/01484834-20220404-15
PMID
35667119
Recommended Citation
Goddard, A., Jones, R. W., Esposito, D., & Etcher, L. (2022). Trauma-informed education in nursing: A concept analysis. Journal of Nursing Education, 61(6), 296-302. Doi: 10.3928/01484834-20220404-15
