Promoting family nurse resilience through Family Nurse Partnership education in Scotland: A continuous quality improvement initiative

IF 3.4 2区心理学 Q1 FAMILY STUDIES

Child Abuse & Neglect Pub Date : 2025-07-25 DOI:10.1016/j.chiabu.2025.107601

Lesley O'Donnell , Clare McGuire , Marion McPhillips

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引用次数: 0

Abstract

Background

Family nurses delivering the Family Nurse Partnership (FNP) program in Scotland provide intensive, relationship-based care to young parents with complex trauma histories. This emotionally demanding work can contribute to moral distress, vicarious trauma, and burnout. Education that embeds trauma-informed pedagogical strategies may help mitigate these challenges and promote nurse resilience.

Objective

To explore family nurses' perspectives on how the FNP education program prepared them for practice and trauma-informed pedagogical practices contributed to learner engagement, emotional safety, and professional development.

Participants and setting

A cohort of family nurses (n = 14) who completed the FNP core education program between 2019 and 2021 across eight Health Boards in Scotland.

Methods

This initiative applied a mixed-methods questionnaire design as part of a continuous quality improvement process. Quantitative data were collected using Likert-scale and agree/disagree items assessing perceived preparedness, learning environment, and teaching strategies. Qualitative data from open-text responses were analyzed using conventional content analysis.

Results

Respondents (n = 11) reported that the education enhanced their knowledge, skill, and confidence in delivering trauma-informed, relationship-based care. All nurses endorsed high levels of psychological safety, trust in educators, and engagement with learner-centered teaching methods. Educators' use of trauma-informed strategies, such as co-constructed learning agreements, mindfulness, appreciative feedback, and emotionally attuned facilitation were seen as pivotal in promoting resilience, emotional regulation, and professional identity formation. Role modelling by educators were highlighted as especially valuable.

Conclusions

Embedding trauma informed care principles into both curriculum and pedagogical strategies contributes to nurse resilience as a teachable, dynamic capability. Educators have a pivotal role in creating safe, positive learning environments through developing these trauma informed pedagogical strategies, role modelling and offering mutual respect to promote the emotional readiness, confidence and professional identity required to enable family nurses to thrive in their role.

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通过苏格兰家庭护士伙伴关系教育促进家庭护士的复原力：一项持续的质量改进倡议

在苏格兰，家庭护士提供家庭护士合作（FNP）项目，为有复杂创伤史的年轻父母提供密集的、基于关系的护理。这种需要情感的工作可能会导致道德上的痛苦、间接的创伤和倦怠。嵌入创伤知情教学策略的教育可能有助于减轻这些挑战并促进护士的适应能力。目的探讨家庭护士的观点，了解家庭护士如何为实践做好准备，创伤知情的教学实践如何促进学习者参与、情感安全和专业发展。参与者和背景一组家庭护士（n = 14），他们在2019年至2021年期间在苏格兰八个卫生局完成了FNP核心教育项目。方法本项目采用混合方法问卷设计，作为持续质量改进过程的一部分。定量数据收集使用李克特量表和同意/不同意项目评估感知准备，学习环境和教学策略。使用传统的内容分析对开放文本回复的定性数据进行分析。结果受访者（n = 11）报告说，教育提高了他们的知识，技能和信心，提供创伤知情，基于关系的护理。所有护士都赞同高水平的心理安全感、对教育工作者的信任和对以学习者为中心的教学方法的参与。教育者使用创伤知情策略，如共同构建学习协议、正念、欣赏反馈和情感协调促进，被视为促进弹性、情绪调节和职业认同形成的关键。教育工作者的榜样作用特别有价值。结论将创伤知情护理原则融入到课程和教学策略中，有助于护士恢复力作为一种可教的、动态的能力。教育工作者在创造安全、积极的学习环境方面发挥着关键作用，通过制定这些创伤知情的教学策略、树立榜样和相互尊重，促进家庭护士在其角色中茁壮成长所需的情感准备、信心和职业认同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Abuse & Neglect Multiple-

CiteScore

7.40

自引率

10.40%

发文量

397

期刊介绍： Official Publication of the International Society for Prevention of Child Abuse and Neglect. Child Abuse & Neglect The International Journal, provides an international, multidisciplinary forum on all aspects of child abuse and neglect, with special emphasis on prevention and treatment; the scope extends further to all those aspects of life which either favor or hinder child development. While contributions will primarily be from the fields of psychology, psychiatry, social work, medicine, nursing, law enforcement, legislature, education, and anthropology, the Journal encourages the concerned lay individual and child-oriented advocate organizations to contribute.