Other Titles
Towards a Trauma-Informed School of Nursing Organization: A Baseline Assessment Study [Title Slide]
Abstract
Trauma-informed environments have been shown to foster academic success by creating trauma-sensitive learning spaces (Crosby, 2015), aligning with nursing’s core values of empathy, patient-centered care, and holistic health. However, despite the increasing use of trauma-informed approaches in K-12 settings, their application in higher education, particularly in nursing schools, remains underexplored (Doughty, 2018; Ernest et al., 2022; Henshaw, 2022; Thomas et al., 2019). This study aimed to assess the implementation of trauma-informed practices at a U.S. school of nursing (SON) from the perspectives of faculty and staff. In Spring 2024, an online Qualtrics survey was administered to faculty and staff at a small, private school of nursing. The survey utilized the Westat O-TIPS assessment tool (Manian et al., 2022) alongside demographic questions and open-ended prompts. The survey asked participants to respond based on their experience over the past 6 months in three domains of trauma-informed practices within an organization. Data were analyzed using descriptive statistics for quantitative responses and content analysis for qualitative feedback. The majority of respondents were faculty (n=22), with 4 staff members participating. Demographics revealed that 79% (n=19) of respondents identified as women, 92% (n=22) identified as white, and most were in their 40s or 60s. Priority areas for improvement were identified based on Likert scale responses and included: a) addressing toxic stress; b) debriefing after negative situations; c) reviewing physical spaces to promote a trauma-sensitive environment; d) providing “safe spaces” for faculty and staff; e) posting materials about toxic stress and resilience; and f) assessing trauma-informed knowledge during performance reviews. Responses to open-ended questions revealed that trauma-informed practices at the SON are in the early stages of implementation, with a greater focus on students than staff. Key recommendations from participants for enhancing trauma-informed practices included: Education and Training, Policy Integration, Leadership Modeling & Support, Consistency and Communication, and Ongoing Evaluation. These findings provide valuable insights into the implementation of trauma-informed practices in nursing education at one school of nursing in the Pacific Northwest. Findings will guide future professional development and policy initiatives aimed at improving the well-being of both students and staff.
Notes
References:
Clark, C. S., & Aboueissa, A. E. M. (2021). Nursing students’ adverse childhood experience scores: A national survey. International Journal of Nursing Education Scholarship, 18(1), 20210013.
Crosby, S. D. (2015). An ecological perspective on emerging trauma informed teaching practices. Children & Schools, 37(4), 223-230.
Doughty, K. (2018). Increasing trauma informed awareness in higher education. Wilmington University (Delaware): ProQuest Dissertations & Theses.
Ernest, B. W., Reaves, M., & Smith, R. (2022). The state of trauma informed practice in education: A focused review of literature. Educational Research: Theory and Practice, 33(1), 7-13.
Henshaw, L. A. (2022). Building trauma-informed approaches in higher education. Behavioral Sciences, 12(10), 368.
Manian, N., Rog, D. J., Lieberman, L., & Kerr, E. M. (2022). The organizational trauma informed practices tool (OTIPs): Development and preliminary validation. Journal of Community Psychology, 50(1), 515-540.
Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422-452.
Sigma Membership
Omicron Upsilon
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, lncivility, Teaching and Learning Strategies
Recommended Citation
Olukotun, Oluwatoyin and Mayer, Kala, "Trauma-Informed Practices in a School of Nursing: An Assessment" (2025). International Nursing Research Congress (INRC). 114.
https://www.sigmarepository.org/inrc/2025/presentations_2025/114
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
Trauma-Informed Practices in a School of Nursing: An Assessment
Seattle, Washington, USA
Trauma-informed environments have been shown to foster academic success by creating trauma-sensitive learning spaces (Crosby, 2015), aligning with nursing’s core values of empathy, patient-centered care, and holistic health. However, despite the increasing use of trauma-informed approaches in K-12 settings, their application in higher education, particularly in nursing schools, remains underexplored (Doughty, 2018; Ernest et al., 2022; Henshaw, 2022; Thomas et al., 2019). This study aimed to assess the implementation of trauma-informed practices at a U.S. school of nursing (SON) from the perspectives of faculty and staff. In Spring 2024, an online Qualtrics survey was administered to faculty and staff at a small, private school of nursing. The survey utilized the Westat O-TIPS assessment tool (Manian et al., 2022) alongside demographic questions and open-ended prompts. The survey asked participants to respond based on their experience over the past 6 months in three domains of trauma-informed practices within an organization. Data were analyzed using descriptive statistics for quantitative responses and content analysis for qualitative feedback. The majority of respondents were faculty (n=22), with 4 staff members participating. Demographics revealed that 79% (n=19) of respondents identified as women, 92% (n=22) identified as white, and most were in their 40s or 60s. Priority areas for improvement were identified based on Likert scale responses and included: a) addressing toxic stress; b) debriefing after negative situations; c) reviewing physical spaces to promote a trauma-sensitive environment; d) providing “safe spaces” for faculty and staff; e) posting materials about toxic stress and resilience; and f) assessing trauma-informed knowledge during performance reviews. Responses to open-ended questions revealed that trauma-informed practices at the SON are in the early stages of implementation, with a greater focus on students than staff. Key recommendations from participants for enhancing trauma-informed practices included: Education and Training, Policy Integration, Leadership Modeling & Support, Consistency and Communication, and Ongoing Evaluation. These findings provide valuable insights into the implementation of trauma-informed practices in nursing education at one school of nursing in the Pacific Northwest. Findings will guide future professional development and policy initiatives aimed at improving the well-being of both students and staff.
Description
Trauma-informed environments have been shown to foster academic success by creating trauma-sensitive learning spaces (Crosby, 2015), aligning with nursing’s core values of empathy, patient-centered care, and holistic health. This study aimed to assess the implementation of trauma-informed practices at a U.S. school of nursing. Priority areas for improvement and strengths were identified based on a Likert scale and responses to open-ended questions.