Evidence-Based Trauma-Informed Care Education for Nursing Students: A DNP Project

Abstract

Purpose. This quality improvement (QI) project aimed to assess trauma-informed care (TIC) knowledge, attitudes, and perceived readiness to apply trauma-informed care principles among nursing students at a local community college nursing program. Background. Trauma is a physical, emotional, and cognitive response to traumatic exposures and has significant effects on individuals’ health and well-being. A trauma-informed care approach in healthcare seeks to promote safety and prevent re-traumatization. Nurses are critical in addressing the complex needs of individuals, families, and communities affected by trauma; however, there remains a lack of trauma nursing education in prelicensure nursing programs. Methods. This QI project used the Plan-Do-Study-Act cycle to implement a pre- and post-survey design intervention. Participants were actively enrolled nursing students at Scottsdale Community College. Students were recruited to attend the optional presentation via an electronic announcement on their course websites. This TIC education was a one-time, synchronous, in-person PowerPoint presentation. Stakeholders will determine whether content can be integrated into the current curriculum after receiving the results and discussing it at their next department meeting in August 2025. Participants had the option to complete pre- and post-education surveys that assessed nursing students’ knowledge, attitudes, and perceived readiness to provide trauma-informed care before and after attending the presentation. Participant responses were analyzed for change and statistical significance. Results. Recruitment yielded ten total participants. Paired-samples t-tests demonstrated that the TIC educational intervention produced a statistically significant increase in participants’ self-reported knowledge, attitudes, and perceived readiness to implement TIC principles. Conclusions. The project findings suggested that a brief, targeted TIC education session could effectively increase nursing students’ knowledge, attitudes, and perceived readiness to deliver TIC in clinical practice. The TIC education was well accepted by voluntary participants. Integrating evidence-based TIC content into pre-licensure nursing curricula may help address gaps in trauma awareness and prepare new nurses to deliver compassionate and equitable care for trauma-affected populations. Ongoing quality improvement involving TIC can have a positive impact on nursing education and healthcare practice as a whole.