Document Type

Abstract

Publication Date

2-11-2026

Comments

Presented at the 2026 Scholarly Inquiry (SI) Research Project Symposium.

Abstract

Introduction
Trauma-Informed Care (TIC) is a holistic, organizational framework that recognizes the widespread impact of trauma and emphasizes creating safe, supportive, and empowering environments. There is a lack of standardized and evidence-based approaches for delivering TIC education in graduate nursing programs. This project aims to examine current practices and enhance the delivery of TIC education for nursing students.

Methods
A scoping review was conducted to map the existing literature on trauma-informed nursing education in higher education settings. The review followed PRISMA-ScR guidelines, with study screening and management using Covidence. Eligible studies described higher education and included nursing students or faculty, using traumainformed, trauma-responsive, or trauma-sensitive terminology. Studies based in clinical settings and those that did not clearly involve nursing students or faculty were excluded.

Results
Title and abstract screening is ongoing. 8,208 references were imported, with 3,827 duplicates removed. Of the remaining records, 4,297 studies were screened, and 4,220 were excluded. Seventy-seven studies are pending full-text review, with additional studies anticipated following conflict resolution. Preliminary findings suggest wide variability in how trauma-informed principles are conceptualized and implemented, with approaches ranging from curriculum-wide integration to targeted strategies such as arts-based learning and short intensive training.

Discussion
This scoping review aims to clarify current approaches to trauma-informed nursing education and identify gaps. Preliminary findings highlight heterogeneity in the implementation of TIC principles across nursing programs. These findings underscore the need to develop a core curriculum to support consistent integration of TIC principles into nursing education.

Additional Files
Keziah_Smallhorne_poster.pdf (2464 kB)

Language

English

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