Stumbling My Way into Trauma-Informed Nursing Education

Abstract

This chapter describes a professor of nursing’s journey into trauma-informed education after a difficult start, including adaptations required due to COVID-19. Implementing student-centered strategies resulted in greater student satisfaction and success, as well as increased enjoyment in the art of teaching. Moving to asynchronous learning due to COVID-19 resulted in decreased student engagement and required innovative strategies to assist students. Additionally, faculty found themselves in need of additional support due to new stressors of their own, such as working with children at home. Results from an anonymous survey of undergraduate and graduate students during the pandemic demonstrated high levels of stress and frustration with a lack of support from the university. As sustained levels of high stress can have negative effects on health, it is imperative that students and faculty alike ask for and accept assistance.