How does trauma informed care education for paediatric healthcare professionals’ impact self-reported knowledge and practice. An integrative review

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 82 (Jan 2025), p. 104227
Autor principal:	Thornton, Megan
Otros Autores:	Blamires, Julie, Foster, Mandie, Mowat, Rebecca, Haven, Stephanie
Publicado:	Elsevier Limited
Materias:	Centers for Disease Control & Prevention > CDC Intervention Literature reviews Mental health care Childhood Health status Families & family life Data analysis Pediatrics Knowledge Systematic review Psychosocial factors Health education Child abuse & neglect Education Disease control Mental health services Drug abuse Self report Medical personnel Health care industry Appraisal Trauma Educational programs Clinical outcomes Health services Self-efficacy Nursing education Child & adolescent mental health Meta-analysis Education policy Literary criticism Child Neglect Resilience (Psychology) Mental Health Programs Authors Psychological Patterns Information Seeking Physical Health Professional Education Predominantly White Institutions Well Being Outcomes of Treatment Child Abuse Family (Sociological Unit) Search Strategies Substance Abuse Emotional Response
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Descripción
Resumen:	Aim To examine the literature on the impact of Trauma Informed Care education on paediatric health care practitioners’ self-reported knowledge and practice. Background Psychosocial trauma during childhood is prevalent and linked to increased risk of adverse physical and mental health outcomes. Trauma Informed Care recognises the significant impact of childhood trauma in health outcomes. Education is key to health care practitioners’ integrating Trauma Informed Care into practice. Design Integrative review of the literature. Methods The review employed Whittemore and Knafl's (2005) framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2021 statement. A systematic search of Medline, CINAHL and SCOPUS, covering 2019 toMay 2024. Data were critically appraised using the Mixed Methods Appraisal Tool. Results Nine studies were included, identifying four themes using Braun and Clarke’s thematic analysis: (1) ‘awareness and understanding’, (2)‘self-efficacy and feeling competent’, (3)‘applying knowledge to practice’ and (4)‘barriers to implementation’. Following educational intervention, health care practitioners experienced increased knowledge regarding prevalence and impact of trauma for children and families and developed confidence to respond with trauma informed practices. Conclusions Findings closely relate to the four components of Trauma Informed Care practice; realising the widespread impact of trauma, recognising symptomology, responding through integrating trauma knowledge into policies and practice and resisting re-traumatisation. The findings illustrate that Trauma Informed Care educational interventions significantly improves health care practitioners’ knowledge and practice. In addition, this review supports the implementation of routine Trauma Informed Care education and associated practice policies into paediatric practice settings.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2024.104227
Fuente:	Sociology Database