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Application of trauma‐informed care principles in academic nursing settings during the COVID‐19 pandemic
Author(s) -
Anderson Jocelyn C.,
Burton Candace W.,
Draughon Moret Jessica E.,
Williams Jessica R.
Publication year - 2022
Publication title -
nursing forum
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.618
H-Index - 36
eISSN - 1744-6198
pISSN - 0029-6473
DOI - 10.1111/nuf.12789
Subject(s) - pandemic , nursing , covid-19 , nurse education , psychology , multitude , medicine , affect (linguistics) , medical education , political science , disease , infectious disease (medical specialty) , law , communication , pathology
The persistence of the COVID‐19 pandemic has led to a multitude of changes in the ways nursing education, research, and practice are carried out. In addition to the demands of shifting to remote education as well as finding alternatives to direct patient care learning, nursing faculty and students are directly confronting morbidity and mortality among classmates, colleagues, friends, and family members. These experiences unquestionably meet criteria for traumatic experience, and this must be accounted for in nursing education as they can have detrimental effects on learning, teaching, and well‐being. The current generation of nursing students and faculty will necessarily carry the traumatic experiences of this chaotic time into workplace, classroom, and community settings. Understanding how to manage this trauma appropriately not only supports individuals through this experience but provides increased opportunity and capacity for the provision of trauma‐informed care (TIC) to patients and colleagues going forward. This paper describes some of the ways COVID‐19‐related trauma may affect nursing faculty and students; and proposes application of TIC principles to research, education, and practice environments to enhance well‐being and overall functioning in the profession.