Nurse Educators’ Perceptions of Trauma-Informed Care (TIC) in Baccalaureate Nursing Education: An Interpretive Descriptive Study

Background: Trauma-informed care (TIC) is an important practice approach that aims to meet the needs of trauma survivors by understanding the effects of trauma and its close links to health (Wathen et al., 2021). Registered nurses are especially well-positioned to implement a trauma-informed approach to care (Stokes et al., 2017). However, undergraduate students receive limited or no access to TIC education (Li et al., 2019). Although there has been a recent rise in the investigation of TIC within various nursing specialties, the perceptions of nurse educators and students remain largely understudied. Objective: This interpretive descriptive (ID) study aims to understand the individual, relational and structural or organizational contextual factors that influence nurse educators’ understanding of TIC and their ability to incorporate it effectively into undergraduate nursing curriculum. Proposed Methods: ID offers an accessible and theoretically flexible applied qualitative approach for producing knowledge to create change (Thorne et al., 2016). Participants will initially complete an online survey with two validated instruments to assess educator knowledge, attitudes, and practices related to TIC. Quantitative data will be analyzed using basic descriptive analyses. Qualitative data analysis will occur concurrently with data collection and involve Braun and Clarke’s (2012) six-phase reflexive thematic processes. Future Applications: Despite calls to action for trauma awareness in nursing education (Goddard et al., 2021), no standardized TIC curriculum exists. Educators must understand and implement the principles of TIC to equip nursing students with the skills to address the needs of trauma survivors.