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Integrating Human Trafficking Education Into Undergraduate Nursing: A Social Learning Approach
Shalini Shrikanth1, Gail Greiner-Weinstein1
1Loyola University Chicago, Chicago, Illinois.
Background:
Human trafficking is a critical public health issue, yet most undergraduate nursing programs lack education on its identification and response. Traditional didactic methods may not fully engage students or prepare them to recognize and support victims.
Method:
Faculty integrated a structured, off-site clinical day focused on human trafficking into the community health nursing clinical course. Guided by the SOAR (Stop, Observe, Ask, Respond) framework, students engaged in small-group activities, modified reverse case study scenarios, NCLEX-style question development, and reflections.
Results:
Faculty observed increased engagement, critical thinking, and application of trauma-informed principles. Clinical instructors and students reported the session as meaningful and relevant, with requests for similar sessions on additional topics.
Conclusion:
The integration of a focused clinical day proved to be valuable and a sustainable teaching strategy for preparing nursing students to recognize victims and respond. This intervention aligns with national calls to incorporate trafficking education into nursing curricula.
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