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Published on: February 16, 2011
Tag Teaming Trauma-Informed Care in Nursing Education: Shifting Passive to Active Learning
Linda Sheen1, Kelli Galle2, Anitra Frederick3
1Assistant Professors (Dr Sheen, Dr Eloi, Dr Prieto, Dr Acorda), The University of Texas Health Science Center, Houston, Texas.
Background:
Trauma-informed care (TIC) recognizes the impact of trauma on patients' responses to care. Integrating TIC into nursing curricula is essential, yet limited guidance exists on effective teaching strategies.
Purpose:
To describe the use of tag-teaming simulation (TTS) to teach TIC to first-semester nursing students.
Methods:
Trauma-informed care principles were implemented using TTS, emphasizing communication as a bridge to application. Pre- and posttests assessed cognitive, affective, and psychomotor domains.
Results:
Students strongly agreed (66.2%) and agreed (25.4%) that TTS enhanced their understanding of TIC and provided an engaging way to practice communication. Knowledge increases were observed regarding health consequences ( P < .001) and assessment approaches ( P = .002). Comfort communicating with angry/disruptive patients increased ( P < .001) after TTS but declined post clinical practice.
Conclusion:
Tag-teaming simulation offers a safe, experiential approach for integrating TIC into nursing education.
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