Trauma-Informed Development and Education: Turning the TIDE on Transition to Practice

Abstract

Background: Transition to practice (TTP), the first year of a nurse's career postlicensure, is widely recognized as a stressful time. Previous trauma exposure and additional workplace trauma exacerbate the stress of this transitional period. Trauma-informed environments are associated with clinician wellness and engagement. Because workforce training for leaders is a necessary precursor to developing supportive environments, we studied changes in trauma knowledge, awareness, and attitudes among TTP leaders. Method: Our mixed methods study included administering the Attitudes Related to Trauma-Informed Care Scale (ARTIC) pre- and posttraining, with additional open-ended questions about the impact of training. Results: Paired data from participants showed overall mean improvement that was statistically significant, with a large effect size. Statistically significant knowledge gains related to trauma recognition and safety, how to respond to trauma, and how to promote healthy behaviors. Conclusion: Our study underscores the importance of trauma education, which not only increased awareness but also prompted nurse leaders to reflect on enhanced support for early nursing professionals. [ J Contin Educ Nurs. 202x;5x(x):xx–xx.]