Hilary Ashton Glover, Jennifer Dawson, Kristy Oden, Laura Williams, Clarrisa Hall, Helen Coronel
{"title":"Implementing trauma-informed educational practices in an online family nurse practitioner course: Lessons learned from a pilot study.","authors":"Hilary Ashton Glover, Jennifer Dawson, Kristy Oden, Laura Williams, Clarrisa Hall, Helen Coronel","doi":"10.1097/JXX.0000000000001254","DOIUrl":null,"url":null,"abstract":"<p><strong>Abstract: </strong>Family Nurse Practitioner students often navigate graduate education while managing personal, professional, and emotional stressors. Many enter programs with histories of trauma, which may impair learning and performance in rigid, high-stakes academic environments. This pilot study explored the feasibility and perceived impact of implementing trauma-informed educational practices (TIEP) in an asynchronous Family Nurse Practitioner course using the Substance Abuse and Mental Health Services Administration's six principles to trauma-informed care as a framework. A mixed methods design was used with two consecutive student cohorts. Trauma-informed strategies were embedded into the course. Quantitative data were collected by pre-intervention and postintervention surveys. Qualitative feedback was obtained from open-ended responses and course evaluations. All students who completed the pre-intervention survey ( n = 25) reported at least one adverse childhood experience, with over half citing trauma related to their nursing practice. Post-intervention surveys ( n = 12) indicated high satisfaction with the trauma-informed course modifications. Thirty-three students provided qualitative feedback through the postintervention survey and course evaluations. Across data sources, students emphasized emotional safety, faculty connection, and the value of wellness reminders. Three themes emerged: (1) prioritizing wellness and emotional safety, (2) trauma is a daily lived reality for students, and (3) connection and communication. Findings suggest that TIEP can be feasibly integrated into asynchronous graduate Nurse Practitioner (NP) education and are well received by students. Although the study did not measure academic or clinical performance outcomes, TIEP aligns with the American Association of Colleges of Nursing Essentials for competency-based graduate education and supports ethical preparation for advanced practice.</p>","PeriodicalId":17179,"journal":{"name":"Journal of the American Association of Nurse Practitioners","volume":" ","pages":"351-359"},"PeriodicalIF":1.6000,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the American Association of Nurse Practitioners","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/JXX.0000000000001254","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract: Family Nurse Practitioner students often navigate graduate education while managing personal, professional, and emotional stressors. Many enter programs with histories of trauma, which may impair learning and performance in rigid, high-stakes academic environments. This pilot study explored the feasibility and perceived impact of implementing trauma-informed educational practices (TIEP) in an asynchronous Family Nurse Practitioner course using the Substance Abuse and Mental Health Services Administration's six principles to trauma-informed care as a framework. A mixed methods design was used with two consecutive student cohorts. Trauma-informed strategies were embedded into the course. Quantitative data were collected by pre-intervention and postintervention surveys. Qualitative feedback was obtained from open-ended responses and course evaluations. All students who completed the pre-intervention survey ( n = 25) reported at least one adverse childhood experience, with over half citing trauma related to their nursing practice. Post-intervention surveys ( n = 12) indicated high satisfaction with the trauma-informed course modifications. Thirty-three students provided qualitative feedback through the postintervention survey and course evaluations. Across data sources, students emphasized emotional safety, faculty connection, and the value of wellness reminders. Three themes emerged: (1) prioritizing wellness and emotional safety, (2) trauma is a daily lived reality for students, and (3) connection and communication. Findings suggest that TIEP can be feasibly integrated into asynchronous graduate Nurse Practitioner (NP) education and are well received by students. Although the study did not measure academic or clinical performance outcomes, TIEP aligns with the American Association of Colleges of Nursing Essentials for competency-based graduate education and supports ethical preparation for advanced practice.
期刊介绍：
The Journal of the American Association of Nurse Practitioners (JAANP) is a monthly peer-reviewed professional journal that serves as the official publication of the American Association of Nurse Practitioners.
Published since 1989, the JAANP provides a strong clinical focus with articles related to primary, secondary, and tertiary care, nurse practitioner education, health policy, ethics and ethical issues, and health care delivery. The journal publishes original research, integrative/comprehensive reviews, case studies, a variety of topics in clinical practice, and theory-based articles related to patient and professional education. Although the majority of nurse practitioners function in primary care, there is an increasing focus on the provision of care across all types of systems from acute to long-term care settings.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
