Trauma-Informed Development and Education: Turning the TIDE on Transition to Practice

Area of Science:

• Nursing Education
• Trauma-Informed Care
• Healthcare Leadership

Background:

• The transition to practice (TTP) is a critical and stressful period for newly licensed nurses.
• Previous trauma exposure and workplace trauma can intensify TTP stress.
• Trauma-informed environments are crucial for clinician wellness and engagement.

Purpose of the Study:

• To assess the impact of trauma education on TTP leaders' knowledge, awareness, and attitudes.
• To understand how training influences leaders' capacity to create supportive environments for new nurses.

Main Methods:

• Mixed methods study design.
• Administration of the Attitudes Related to Trauma-Informed Care Scale (ARTIC) pre- and post-training.
• Inclusion of open-ended questions to evaluate training impact.

Main Results:

• Statistically significant overall improvement in trauma knowledge, awareness, and attitudes among TTP leaders.
• Large effect size observed post-training.
• Significant knowledge gains in trauma recognition, safety, response, and promoting healthy behaviors.

Conclusions:

• Trauma education is vital for increasing awareness and prompting reflection among nurse leaders.
• Enhanced support for early nursing professionals can be facilitated through trauma-informed leadership training.
• Investing in leadership training is essential for fostering supportive and trauma-informed healthcare environments.