Background: The trauma-informed education (TIE) framework can help create an equitable learning environment supportive of all learners.
Problem: Stress and trauma can be impediments to academic success for students, particularly from backgrounds historically excluded from nursing.
Approach: This article shares the initial steps of a training program on implementing a series of Lunch and Learns (LLs) on TIE in a school of nursing to introduce TIE to faculty and staff and obtain their feedback on facilitators and barriers to implementing recommended approaches.
Outcomes: The series was well attended, averaging 33 participants per session. Using experts in TIE positively impacted the learning but contributed to inconsistencies in presentation style and scaffolding of content across sessions.
Conclusion: Purposeful recruitment and engagement of faculty during the development of the LLs were effective in increasing attendance. Multiple sessions require early planning and meetings with team and presenters to ensure consistency and better use of resources.
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| http://dx.doi.org/10.1097/NNE.0000000000001338 | DOI Listing |
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