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Trauma-Informed Pedagogy to Foster Resilience in Graduate Nursing Education
Christina N Thompson1, Jo Ann A Otts, Wilma P Stuart
1About the Authors The authors are faculty at the University of South Alabama, Mobile, Alabama. Christina N. Thompson, DNP, RN, is an assistant professor, College of Nursing. Jo Ann A. Otts, DNP, RN, NEA-BC, CENP, is an assistant professor, College of Nursing. Wilma P. Stuart, PhD, RN, NEA-BC, is an assistant professor, College of Nursing. Taralyn W. McMullan, DNP, RN, CNS-BC, is an associate professor, College of Nursing. David S. Williams, PhD, MBA, is the assistant director of course development, Innovation and Learning Center. For more information, contact Dr. Thompson at cthompson@southalabama.edu .
Abstract:
The experiences of graduate nursing students during the COVID-19 pandemic necessitate a trauma-informed approach to education. Three hundred graduate nursing students responded to a discussion assignment in a doctoral-level health care policy course. Thematic analysis identified common themes of fear, anxiety, frustration, and exhaustion ( n = 93). Conflict and strain were identified in relation to all major roles (provider, student, and family member), ultimately creating physical and mental barriers to fulfilling each of the roles. Curricular standards must maintain rigor while incorporating flexibility into design standards to assist students when faced with trauma or crisis.
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