Establishing Standards for Trauma Nursing Education: The Central Ohio Trauma System's Approach

Abstract

Trauma nursing requires mastering a highly specialized body of knowledge. Expert nursing care is expected to be offered throughout the hospital continuum, yet identifying the necessary broad-based objectives for nurses working within this continuum has often been difficult to define. Trauma nurse leaders and educators from 7 central and southeastern Ohio trauma centers and 1 regional trauma organization convened to establish an approach to standardizing trauma nursing education from a regional perspective. Forty-two trauma nursing educational objectives were identified. The Delphi method was used to narrow the list to 3 learning objectives to serve as the framework for a regional trauma nursing education guideline. Although numerous trauma nursing educational needs were identified across the continuum of care, a lack of clearly defined standards exists. Recognizing and understanding the educational preparation and defined standards required for nurses providing optimal trauma care are vital for a positive impact on patient outcomes. This regional trauma nursing education guideline is a novel model and can be used to assist trauma care leaders in standardizing trauma education within their hospital, region, or state. The use of this model may also lead to the identification of gaps within trauma educational systems.

ATTAC! Development of a Novel Advanced Trauma Team Application Course

“…To address this gap, a team from Ohio convened trauma nurse leaders and educators to standardize trauma nursing education from a regional perspective (Haley et al, 2017). The team identified 42 trauma nursing educational objectives and then narrowed this to three framework objectives using a Delphi method.…”

“…Therefore, although trauma education courses for nurses exist, trauma nursing education remains in early stages of development (Ding et al, 2016). One of trauma nursing education's biggest challenges is the lack of clearly defined national standards (Haley et al, 2017). The American College of Surgeons' (2014) Resources for Optimal Care of the Injured Patient indicates that Level I, II, and III trauma centers “must provide a mechanism to offer trauma-related education to nurses involved in trauma care” (p. 190); however, educational concepts and objectives are not defined within the ACS directive.…”

Educational Needs Assessment of ED Nurses Regarding the Care for Major Trauma Patients at Prince Mohammed Bin Nasser Hospital

“…Therefore, it appears that ED nurses at PHN hospital face difficulties in attending trauma courses. Factors such as the availability of courses, the high cost, and workload, may hinder ED nurses from attending trauma courses (49) .…”

Developing a core competency training curriculum system for emergency trauma nurses in China: a modified Delphi method study

“…Schultz et al 15 developed a core competency teaching system for acute care physicians, nurses and Emergency Medicine Service System professionals based on knowledge, skills and attitudes, but only part of it is appropriate for emergency trauma nurses. Haley et al 16 identified 42 trauma nursing educational objectives, such as trauma assessment and nursing intervention, but failed to build a complete training system. In China, one pressing concern is the lack of a trained workforce to meet the complex needs of emergency trauma patients, and many emergency trauma patients receive care from an undefined workforce, including nurses 17.…”