Degree Name
Nursing Practice, DNP
Publication Date
12-2-2025
First Advisor
Lisa Drake
Second Advisor
Veronica Arredondo
Abstract
Recent research in nursing education highlights trauma-informed care, noting that nurse faculty often understand the concept but lack formal training to apply it consistently. The Doctor of Nursing Practice (DNP) project aimed to address this gap by developing an evidence-based Trauma-Informed Care training module to help faculty acquire the skills needed for psychologically safe and inclusive learning environments. This initiative aligned with the priorities of the American Association of Colleges of Nursing. Trauma-informed care is especially important in high-stress fields like nursing, where trauma can impact the performance, engagement, and well-being of both students and faculty. The project, conducted at a large university in Texas, evaluated how a TIC educational intervention affected faculty's knowledge, attitudes, and practices, guided by Knowles’ Adult Learning Theory, Rogers’ Diffusion of Innovations Theory, and Plan-Do-Study-Act (PDSA) cycles. Twenty faculty members completed assessments before and after the intervention. Results showed no significant change in knowledge (p = .966, d = 0.01) or practice behaviors (p = .772, d = 07), but attitudes toward TIC improved significantly (p = .008, d = 0.66). This positive shift in attitude suggests a foundation for future behavioral changes. Although knowledge stayed the same, these findings imply that fostering positive attitudes is a crucial first step toward integrating trauma-informed education into nursing, with ongoing reinforcement and faculty engagement recommended for long-term success.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Wilson, Nicke R., "Quality Improvement Project: Trauma-Informed Care for Nurse Faculty" (2025). Doctor of Nursing Practice Projects. 256.
https://arch.astate.edu/dnp-projects/256
