Abstract

Individuals of all ages, genders, social and ethnic backgrounds, and cultures suffer traumatic experiences. Trauma does not discriminate. The immense number of individuals struggling with trauma requires that health care providers approach patient care through a trauma-informed lens. Trauma-informed care is an evidence-based approach to patient-centered care and is vital to the healthcare provider-patient relationship. The increased responsibility of healthcare providers to provide trauma-informed care to all individuals demands a scientifically-based framework to guide the development of a trauma-informed health care professions education program. Healthcare simulation allows health professions’ students to experience real-life scenarios in a safe setting before transitioning to practice. Currently, there are no simulation-based frameworks to guide health professions educators to train these students. This Delphi study established the framework for a comprehensive, trauma-informed, multidisciplinary health professions simulation framework to improve the delivery of trauma-informed care to traumatized patients. The findings provide content and sub-content areas for health professions student education from a multidisciplinary panel of subject matter experts. One manuscript was published in the Nursing Forum journal (Impact Factor 1.89) concentrating on the conceptual analysis of trauma-informed care. The second manuscript provided an integrative literature review of nursing curricula and trauma-informed care. Each of the two manuscripts established the foundation for this study.

Date of publication

Fall 12-1-2022

Document Type

Dissertation

Language

english

Persistent identifier

http://hdl.handle.net/10950/4191

Committee members

Cathy L. Miller; Danita Alfred; Julie Fomenko

Degree

PhD

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Available for download on Friday, April 25, 2025

Included in

Nursing Commons

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