Abstract
Background: Trauma-Informed Care (TIC) is a framework that recognizes the impact of trauma on individuals' health and well-being.1-5 Nurses play a key role in creating healing environments for trauma-affected patients. To prepare future nurses, it is crucial to integrate TIC education into nursing programs. This quality improvement project aims to incorporate TIC principles into an accelerated pre-licensure nursing curriculum, ensuring students gain the knowledge and skills necessary to provide trauma-sensitive care.
Methods: This continuous quality improvement project assesses nursing students' current understanding of TIC and their learning preferences through a survey. TIC principles will be embedded throughout the nursing program across didactic, clinical, and simulation environments, with systematic exposure each semester. Using the Model for Improvement, PDSA cycles will guide the planning, implementation, and evaluation of curriculum changes over four semesters for one cohort. The curriculum will focus on creating supportive, safe environments to improve patient outcomes.
Outcomes & Measures: The primary outcome measure will be the percentage of students demonstrating cognitive and affective changes in applying TIC principles in assignments and evaluations, with a goal of 20% competency by Spring 2026. The process measure will assess the incorporation of TIC content in 20% of required BSN courses, as evidenced by curriculum maps by Spring 2026. A balancing measure will collect faculty feedback on the impact of TIC integration on workload and stress levels through anonymous surveys, aiming to ensure faculty burden remains manageable.
Implications for the Nursing Profession: This project aims to equip nursing students with the skills to recognize and address the needs of trauma-affected patients, advancing holistic, patient-centered care. By prioritizing TIC in nursing education, we align with the broader goal of developing a workforce that embodies trauma-sensitive practices. Ultimately, this work contributes to a nursing culture that is empathetic, informed, and responsive to the needs of vulnerable populations.
Notes
References:
1. Burns, C. J., Borah, L., Terrell, S. M., James, L. N., Erkkinen, E., & Owens, L. (2022). Trauma-informed care curricula for the Health Professions: A scoping review of best practices for design, implementation, and evaluation. Academic Medicine, 98(3), 401–409. doi: 10.1097/acm.0000000000005046
2. Burton, C. W., Williams, J. R., & Anderson, J. (2019). Trauma-informed care education in baccalaureate nursing curricula in the United States: Applying the American Association of Colleges of Nursing Essentials. Journal of Forensic Nursing, 15(4), 214–221. doi: 10.1097/jfn.0000000000000263
3. Cannon, L. M., Coolidge, E. M., LeGierse, J., Moskowitz, Y., Buckley, C., Chapin, E., Warren, M., & Kuzma, E. K. (2020). Trauma-informed education: Creating and pilot testing a nursing curriculum on trauma-informed care. Nurse Education Today, 85, 104256. doi: 10.1016/j.nedt.2019.104256
4. Goddard, A., Witten Jones, R., Esposito, D., & Etcher, L. (2022). Trauma-informed education in nursing: A concept analysis. Journal of Nursing Education, 61(6), 296–302. doi: 10.3928/01484834-20220404-15
5. Li, Y., Cannon, L.M., Coolidge, E.M., Darling-Fisher, C.S., Pardee, M., & Kuzma, E.K. (2019). Current state of trauma-informed education in health sciences: Lessons for Nursing. Journal of Nursing Education, 58(2), 93-101. doi: 10.3928/01484834-20190122-06
Sigma Membership
Zeta Pi
Type
Poster
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Curriculum Development, Teaching and Learning Strategies, Trauma-Informed Care, Baccalaureate Nursing Students, BSN
Recommended Citation
Galle, Kelli; Frederick, Anitra; Acorda, Darlene; Sheen, Linda; Eloi, Hildreth; Virgin, Brandi; Gallagher, Martina; and Prieto, Vuong, "Cultivating Compassion: Integrating Trauma-Informed Care into a BSN Nursing Curriculum" (2025). International Nursing Research Congress (INRC). 154.
https://www.sigmarepository.org/inrc/2025/posters_2025/154
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Cultivating Compassion: Integrating Trauma-Informed Care into a BSN Nursing Curriculum
Seattle, Washington, USA
Background: Trauma-Informed Care (TIC) is a framework that recognizes the impact of trauma on individuals' health and well-being.1-5 Nurses play a key role in creating healing environments for trauma-affected patients. To prepare future nurses, it is crucial to integrate TIC education into nursing programs. This quality improvement project aims to incorporate TIC principles into an accelerated pre-licensure nursing curriculum, ensuring students gain the knowledge and skills necessary to provide trauma-sensitive care.
Methods: This continuous quality improvement project assesses nursing students' current understanding of TIC and their learning preferences through a survey. TIC principles will be embedded throughout the nursing program across didactic, clinical, and simulation environments, with systematic exposure each semester. Using the Model for Improvement, PDSA cycles will guide the planning, implementation, and evaluation of curriculum changes over four semesters for one cohort. The curriculum will focus on creating supportive, safe environments to improve patient outcomes.
Outcomes & Measures: The primary outcome measure will be the percentage of students demonstrating cognitive and affective changes in applying TIC principles in assignments and evaluations, with a goal of 20% competency by Spring 2026. The process measure will assess the incorporation of TIC content in 20% of required BSN courses, as evidenced by curriculum maps by Spring 2026. A balancing measure will collect faculty feedback on the impact of TIC integration on workload and stress levels through anonymous surveys, aiming to ensure faculty burden remains manageable.
Implications for the Nursing Profession: This project aims to equip nursing students with the skills to recognize and address the needs of trauma-affected patients, advancing holistic, patient-centered care. By prioritizing TIC in nursing education, we align with the broader goal of developing a workforce that embodies trauma-sensitive practices. Ultimately, this work contributes to a nursing culture that is empathetic, informed, and responsive to the needs of vulnerable populations.
Description
This quality improvement project integrates Trauma-Informed Care (TIC) education into a pre-licensure nursing program. Student competency in applying TIC principles will be measured, and faculty feedback will assess the impact on workload. By embedding TIC into the curriculum, the project aims to develop a nursing workforce that is both empathetic and informed, better equipped to address the needs of trauma-affected patients and promote holistic, patient-centered care.