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Customizing Trauma Nursing Education to Incorporate All Departments

A Cost-Effective Way to Educate Nurses From Every Trauma-Associated Unit

Gautreaux, Katherine MSN, RN, CEN, CPEN; Reeves, Christi MSN, RN, TCRN, CEN, CPN; Abela, Karla MSN, RN, CCRN-K, CPN

doi: 10.1097/JTN.0000000000000462

Trauma education is crucial for optimizing the outcomes of trauma patients. Available trauma nursing education courses are not inclusive of all areas that a trauma patient may interact with but are targeted toward subsets of nurses who care for trauma patients. In addition, these courses can be costly for organizations and often divert resources away from departments for several days. We identified a need for convenient, cost-effective trauma nursing education delivered such that all nursing units that care for trauma patients would benefit. Based on data collected from needs assessments and literature reviews, content experts from many specialties developed and delivered content via interactive lectures, discussion panel, large group activities, case studies, and skills stations. Four internal courses were offered in 2018 with a total of 141 attendees. This resulted in cost savings of up to $86,715 when compared to external trauma courses. Attendees rated the courses very good or excellent (84.00%–95.23%). On average, 99.59% of the activity learning objectives were met, and 91.42% of learners intended to make changes to professional practice. Engaging key resources within an organization to deploy an internal approach to trauma nursing education can be valuable, cost-effective, and accessible to a broader nursing audience, inclusive of all units that care for trauma patients.

Texas Children's Hospital, Houston.

Correspondence: Katherine Gautreaux, MSN, RN, CEN, CPEN, Texas Children's Hospital, 6701 Fannin St, Houston, TX 77030 (

The authors thank Jenna Blair, ADN, RN, TCRN; Natalie Pham, BSN, RN, CPN, CPEN; Justin Reeves, BSN, RN, CPN; and Maya Peterson, BSN, RN, CCRN; for their dedication to furthering trauma nursing education by planning and helping actualize the education plan discussed in this article. The authors also thank Smitha Shanmughan, CSTR, for reviewing and editing the manuscript.

The authors declare no conflicts of interest.

Copyright © 2019 by the Society of Trauma Nurses.