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Updated: Jun 30, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Core Concepts for Trauma-Informed Substance Use Education in Graduate Nursing: A Delphi Study.

Jennie E Ryan¹, Meghan Gannon, Kate Daugherty

¹Author Affiliations: Thomas Jefferson University, College of Nursing, Philadelphia, Pennsylvania (Dr Ryan, Dr Gannon, Ms Daugherty, and Dr DiDonato); Center for Maternal Addiction, Treatment, Education, & Research (MATER), Philadelphia, Pennsylvania (Dr Gannon); and Appalachian State University, Boone, North Carolina (Dr Lynch).

|June 29, 2026

Summary

This study established core concepts for trauma-informed substance use education in graduate nursing programs. The findings offer a framework to train advanced practice nurses in providing trauma-informed, stigma-reducing care.

Keywords:

addiction education advanced practice nursing curriculum development lived experience stigma reduction

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Last Updated: Jun 30, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

Nursing Education
Addiction Science
Trauma-Informed Care

Background:

Trauma exposure and substance use often co-occur.
Limited guidance exists for integrating trauma-informed substance use education in graduate nursing programs.

Purpose of the Study:

Establish consensus on core concepts for trauma-informed substance use education in graduate nursing.
Develop a framework for curriculum development.

Main Methods:

A 3-round Delphi study involving nursing educators, trauma and substance use experts, and individuals with lived experience.
Concepts were elicited, rated for importance, and prioritized.

Main Results:

Nine core concepts achieved consensus.
Highest-ranked concepts included understanding trauma as a root cause, creating safe and empowering environments, and providing empathic care.
Prioritization revealed differences among participants.

Conclusions:

A consensus-based framework was developed to guide curriculum development.
The framework aims to prepare advanced practice nurses to deliver trauma-informed, stigma-reducing care.
This research addresses a critical gap in nursing education.