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Trauma-Informed Care Education in Baccalaureate Nursing Curricula in the United States

Applying the American Association of Colleges of Nursing Essentials

Burton, Candace W. PhD, RN, AFN-BC, AGN-BC, FNAP1; Williams, Jessica R. PhD, RN, MPH, PHNA-BC2; Anderson, Jocelyn PhD, RN, FNE-A, SANE-A, CNRN3

doi: 10.1097/JFN.0000000000000263
Original Articles

ABSTRACT The practice of trauma-informed care (TIC) allows nurses in any setting to identify and intervene with traumatized individuals and to create a continuum of care when forensic nursing services are needed. The purpose of this article is to suggest ways to incorporate TIC content into baccalaureate nursing programs. We begin with an overview of baccalaureate nursing curricula and common types of traumatic experience important for students to understand. We then propose specific strategies for inclusion of TIC content in baccalaureate nursing education, using the American Association of Colleges of Nursing Essentials of Baccalaureate Education for Professional Nursing Practice. With a solid foundation in TIC, baccalaureate-prepared nursing students can provide effective patient care and better support forensic nursing practice. This will increase the capacity of the nursing profession in general to meet the needs of those affected by trauma, violence, and abuse.

Author Affiliations:1University of California, Irvine

2University of North Carolina at Chapel Hill

3Pennsylvania State University.

The authors declare no conflict of interest.

Correspondence: Candace W. Burton, PhD, RN, AFN-BC, AGN-BC, FNAP, Sue & Bill Gross School of Nursing, University of California, Irvine, 100B Berk Hall, Irvine, CA 92697. E-mail:

Received April 26, 2019; Accepted July 31, 2019

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© 2019 by the International Association of Forensic Nurses. All rights reserved.
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