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Published VersionCC BY V4.0, Open Access
Journal article
How does trauma informed care education for paediatric healthcare professionals' impact self-reported knowledge and practice. An integrative review
Nurse Education in Practice, Vol.82, pp.1-13
2025
PMID: 39671749
Abstract
Aim
To examine the literature on the impact of Trauma Informed Care education on paediatric health care practitioners’ self-reported knowledge and practice.
Background
Psychosocial trauma during childhood is prevalent and linked to increased risk of adverse physical and mental health outcomes. Trauma Informed Care recognises the significant impact of childhood trauma in health outcomes. Education is key to health care practitioners’ integrating Trauma Informed Care into practice.
Design
Integrative review of the literature.
Methods
The review employed Whittemore and Knafl's (2005) framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2021 statement. A systematic search of Medline, CINAHL and SCOPUS, covering 2019 toMay 2024. Data were critically appraised using the Mixed Methods Appraisal Tool.
Results
Nine studies were included, identifying four themes using Braun and Clarke’s thematic analysis: (1) ‘awareness and understanding’, (2)‘self-efficacy and feeling competent’, (3)‘applying knowledge to practice’ and (4)‘barriers to implementation’. Following educational intervention, health care practitioners experienced increased knowledge regarding prevalence and impact of trauma for children and families and developed confidence to respond with trauma informed practices.
Conclusions
Findings closely relate to the four components of Trauma Informed Care practice; realising the widespread impact of trauma, recognising symptomology, responding through integrating trauma knowledge into policies and practice and resisting re-traumatisation. The findings illustrate that Trauma Informed Care educational interventions significantly improves health care practitioners’ knowledge and practice. In addition, this review supports the implementation of routine Trauma Informed Care education and associated practice policies into paediatric practice settings.
Details
- Title
- How does trauma informed care education for paediatric healthcare professionals' impact self-reported knowledge and practice. An integrative review
- Authors
- Megan Thornton - Starship Children's HealthJulie Blamires (Corresponding Author) - Auckland University of TechnologyMandie Foster - Auckland University of TechnologyRebecca Mowat - Starship Children's HealthStephanie Haven - University of Auckland
- Publication details
- Nurse Education in Practice, Vol.82, pp.1-13
- Publisher
- Elsevier Ltd
- Date published
- 2025
- DOI
- 10.1016/j.nepr.2024.104227
- ISSN
- 1873-5223; 1471-5953
- PMID
- 39671749
- Copyright note
- © 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
- Organisation Unit
- School of Health - Nursing
- Language
- English
- Record Identifier
- 991205876202621
- Output Type
- Journal article
Metrics
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web Of Science research areas
- Nursing
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Source: InCites