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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).
Background:
Trauma exposure and substance use frequently co-occur, yet guidance for integrating trauma-informed substance use education in graduate nursing is limited.
Purpose:
This study aimed to establish consensus on core concepts for trauma-informed substance use education in graduate nursing.
Methods:
A 3-round Delphi study was conducted with nursing educators, trauma-informed and substance use experts, and individuals with lived experience. Round 1 elicited concepts, round 2 involved importance ratings, and round 3 focused on prioritization.
Results:
Nine core concepts were identified, all achieving consensus in round 2 (80%-95% rated ≥4). Round 3 showed differences in prioritization (χ2 (8) =49.84, P < .001; Kendall's W = 0.27). Highest ranked concepts included trauma as a root cause, safe and empowering environments, and empathic care.
Conclusions:
These findings provide a consensus-based framework to guide curriculum development and prepare advanced practice nurses to deliver trauma-informed, stigma-reducing care.
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