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A Trauma-Informed Approach in Nursing Education: A Scoping Review
Valerie Eschiti1, Lori McElroy, Stacy King
1Author Affiliations: Fran and Earl Ziegler College of Nursing, University of Oklahoma Health Sciences, Oklahoma City, OK, USA (Drs Eschiti, McElroy, King).
Background:
Trauma can affect nursing students' academic progression. A trauma-informed approach (TIA) focuses on trauma awareness to create environments that foster resilience.
Purpose:
The purpose of this scoping review was to examine literature pertaining to a TIA in nursing education, with the objective of delineating the state of knowledge and identifying gaps for further inquiry.
Methods:
The guideline for scoping reviews by the Joanna Briggs Institute was used. The PRISMA-ScR checklist was used to report the flow of the search and review. A health sciences librarian searched the following databases via the Ovid interface: MEDLINE, APA PsycINFO, Embase, and ERIC; the CINAHL Ultimate database was searched via EBSCOhost. Initial searches were completed on April 23, 2024, and search updates were run on November 19, 2024, to capture any recently published literature. Twenty-five articles were eligible for data extraction.
Results:
Eight of the 25 articles were research-based, including academic settings involving nursing students and faculty. Findings were promising, including reported pedagogical benefits.
Conclusions:
There is a significant need to examine whether implementing a TIA can improve nursing education outcomes. Given the positive impacts shown in the few studies conducted, it is a worthy endeavor to test further.
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