Addressing Trauma and Building Resilience in Children and Families: Standardized Patient Cases for Pediatric Residents

Lloyd, Michele; Ratner, Jessica A.; Charite, Jaime La; Ortiz, Robin; Tackett, Sean; Feldman, Leonard; Solomon, Barry S.; Shilkofski, Nicole

doi:10.15766/mep_2374-8265.11193

Cited by 9 publications

(10 citation statements)

References 22 publications

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“…Table 1 lists the disciplines represented among the studies. Within medicine, 4 specialties were represented in the studies: 5 (9.1%) in pediatrics, 61,64,67,93,94 3 (5.5%) in internal medicine, 73,76,95 1 (1.8%) in emergency medicine, 59 and 1 (1.8%) in obstetrics and gynecology. 97 Workshops focused on clinicians in a range of career stages: 9 (16.4%) on medical students, 55,62,68,72,86,88,89,96,98 8 (14.5%) on resident physicians, 59,64,67,76,93–95,97 and 2 (3.6%) on attending physicians.…”

Section: Resultsmentioning

confidence: 99%

“…Medical educators should include these core components in their curricula. Our review identified several areas for Understand the impact of trauma on health 33 (60.0) [53][54][55][56][57][58][59][60][61][62][63][64][65][66][69][70][71][72][73][74][75][76][77][78][79]81,84,86,89,93,94,97,100 Define and apply traumainformed care 27 (49.1) [53][54][55]58,[60][61][62][68][69][70][71][72]74,75,77,81,82,85,87,89,93,…”

Section: Discussionmentioning

confidence: 99%

“…97 Workshops focused on clinicians in a range of career stages: 9 (16.4%) on medical students, 55,62,68,72,86,88,89,96,98 8 (14.5%) on resident physicians, 59,64,67,76,[93][94][95]97 and 2 (3.6%) on attending physicians. 61,73 Some studies focused on the experiences of a certain patient population; we identified 10 (18.2%) on adverse childhood experiences, 53,61,64,66,78,81,89,91,94,99 6 (10.9%) on intimate partner violence, 57,59,76,85,88,96 5 (9.1%) on pregnancy, 57,60,80,93,97 2 (3.6%) on substance use disorders, 83,93 2 (3.6%) on human trafficking, 71,98 2 (3.6%) on refugees, 63,70 and 1 (1.8%) on people living with HIV. 101 Table 2 includes the learning objectives of the studies included in this review, the most frequent of which were cultivating skills in screening for trauma and responding to subsequent disclosures (41 [74.5%]), defining trauma (34 [61.8%]), and understanding the impact of trauma on health (33 [60.0%]).…”

Section: Study Characteristicsmentioning

confidence: 99%

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Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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Purpose Trauma-exposed persons often experience difficulties accessing medical care, remaining engaged in treatment plans, and feeling psychologically safe when receiving care. Trauma-informed care (TIC) is an established framework for health care professionals, but best practices for TIC education remain unclear. To remedy this, the authors conducted a multidisciplinary scoping literature review to discern best practices for the design, implementation, and evaluation of TIC curricula for health care professionals. Method The research team searched Ovid MEDLINE, Cochrane Library, Elsevier’s Scopus, Elsevier’s Embase, Web of Science, and the PTSDpubs database from the database inception date until May 14, 2021. Worldwide English language studies on previously implemented TIC curricula for trainees or professionals in health care were included in this review. Results Fifty-five studies met the inclusion criteria, with medicine being the most common discipline represented. The most prevalent learning objectives were cultivating skills in screening for trauma and responding to subsequent disclosures (41 studies [74.5%]), defining trauma (34 studies [61.8%]), and understanding trauma’s impact on health (33 studies [60.0%]). Fifty-one of the studies included curricular evaluations, with the most common survey items being confidence in TIC skills (38 studies [74.5%]), training content knowledge assessment (25 studies [49.0%]), participant demographic characteristics (21 studies [41.2%]), and attitudes regarding the importance of TIC (19 studies [37.3%]). Conclusions Future curricula should be rooted in cultural humility and an understanding of the impacts of marginalization and oppression on individual and collective experiences of trauma. Moreover, curricula are needed for clinicians in more diverse specialties and across different cadres of care teams. Additional considerations include mandated reporting, medical record documentation, and vicarious trauma experienced by health care professionals.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

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Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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“…A curriculum that contains information about trauma, stress management skills, and coping strategies can help nursing students feel more prepared to address trauma and promote resilience (Söyünmez & Seki Öz, 2022). Such nursing curriculum will be helpful to promote mental well-being during their study and clinical practice (Lloyd et al, 2021), as well as facilitate career transitions for nursing students in their future profession (Duffy et al, 2019; Sanci et al, 2022). Since recognizing the development of resilience as a response to childhood trauma experience may help nursing students to reconcile their past in developing a professional nursing identity (Newcomb et al, 2019), discussing resilience within the nursing curriculum may benefit nursing students with childhood adversity.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Mental health associated with the cluster of childhood trauma and resilience among nursing students: A cross-sectional study.

Dong¹,

Jiang²,

Chen³

et al. 2024

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: This study aimed to propose clusters of the association between childhood trauma and resilience in nursing students and to examine their mental health according to these clusters. Method: A cross-sectional study was carried out between September 2018 and May 2019. A total of 1,245 undergraduate nursing students (104 male, 1,141 female) were enrolled in a medical university in East China to complete the Childhood Trauma Questionnaire, Connor-Davidson Resilience Scale, Self-Rating Anxiety Scale, and Self-Rating Depression Scale. Results: The cluster analysis identified three clusters as follows: the selfhealing group (40.7%), the mildly traumatized with low resiliency group (22.2%), and the healthy group (37.1%). The logistic regression analysis revealed that the levels of anxiety and depression significantly differed between the three clusters, with the mildly traumatized with low resiliency group having the highest odds to have anxiety and depression. Conclusion: This study identified three clusters of the association between childhood trauma and resilience in undergraduate nursing students and indicated that each cluster was associated with a different level of anxiety and depression. The unique characteristics of the three clusters may help identify and develop appropriate interventions to promote the mental health of undergraduate nursing students. Clinical Impact StatementThis study illustrates the different coexisting patterns of childhood trauma and resilience and their impact on mental health using a person-centered method. The findings indicate nursing students experiencing childhood trauma but with a low level of resilience had higher odds to have anxiety. The results highlight the importance to design targeted interventions and curricula for nursing students with different patterns of childhood trauma and resilience so as to improve their mental well-being during academic study and clinical practice. Particularly, proactive interventions should target nursing students with mild childhood trauma but low resilience to achieve optimal cost-effectiveness.

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Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

Nadir

Winfield

Bentley

et al. 2023

AEM Education and Training

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Background The last few years have seen an increased focus on diversity, equity, and inclusion (DEI) initiatives across organizations. Simulation has been used in varying degrees for teaching about DEI topics with emergency medicine; however, there are no established best practices or guidelines on this subject. To further examine the use of simulation for DEI teachings, the DEISIM work group was created as a collaboration between the Society of Academic Emergency Medicine (SAEM) Simulation Academy and the Academy for Diversity and Inclusion in Emergency Medicine (ADIEM). This study represents their findings. Method This qualitative study was conducted using a three‐pronged approach. Initial literature search was conducted followed by a call for submission of simulation curricula. These were then followed by five focus groups. Focus groups were recorded, transcribed by a professional transcription service, and then subjected to thematic analysis. Results Data were analyzed and organized into four broad categories including Learners, Facilitators, Organizational/Leadership, and Technical Issues. Challenges within each of these were identified, as were potential solutions. Select pertinent findings included focused faculty development, a carefully planned approach that utilized DEI content experts and the use of simulation for workplace microaggressions or discriminations. Conclusions There appears to be a clear role for simulation in DEI teachings. Such curricula, however, should be undertaken with careful planning and input from appropriate and representative parties. More research is needed on optimizing and standardizing simulation‐based DEI curricula.

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Addressing Trauma and Building Resilience in Children and Families: Standardized Patient Cases for Pediatric Residents

Cited by 9 publications

References 22 publications

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Mental health associated with the cluster of childhood trauma and resilience among nursing students: A cross-sectional study.

Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

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