Application of Learning through Trauma-Informed Teaching
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Activity #1
*** Please select one of the following case studies that aligns with your comfort level, interests, experiences, or learning goals and share your thoughts in the Unit 3 (Week 9) Forum.
Case Study #1
A cohort of 4th-year nursing students—comprising international and mature learners—expressed experiencing high levels of stress, reluctance to speak up, and feelings of isolation during their clinical rotation on the Medical-Surgical floor of a local hospital. One student approached the clinical educator to voice these concerns on behalf of several classmates, highlighting a need for a more supportive and inclusive learning environment. Recognizing the importance of a trauma-informed approach, the educator committed to fostering psychological safety in the next lesson by focusing on McClintock et al. (2021 )'s three core strategies:
Setting expectations
Inviting participation
Responding productively
Case Study #2
A newly hired public health nurse is being oriented to the principles of harm reduction. As part of their training, they are asked to shadow a harm reduction nurse during a visit with an individual seeking supplies (e.g., needle tips, syringes, naloxone). Upon arrival, the individual has recently used substances and is visibly agitated, expressing escalating anger and frustration toward "the system."
The educator is aware that the new nurse has a close relative with a history of substance use, and has previously experienced violence from them during active use. This personal history may influence the nurse’s emotional response and sense of safety in the situation.
How might the educator proceed to support both the nurse’s learning and emotional well-being while maintaining a trauma-informed, psychologically safe approach?
Activity #2
Figure 12. Photovoice
Note. Walking toward corridor light [Stockphoto], by Xijian (2021), gettyimages.
Upon reflection, what does this image suggest to you about the importance of creating a safe and supportive environment for learners - especially in a trauma-informed setting? How might such an environment help learners feel more secure, recognized and ready to engage?
As you consider your response, think about the possible signs and symptoms of trauma that learners may exhibit - such as withdrawal, loss of confidence, difficulty concentrating, or submitting assignments late. How can intentional relational practices like Attuning, Wondering, Following, and Holding help educators respond to those needs with empathy and care?
** Please post your thoughts in the Unit 3 (Week 9) Forum
*** Read the article A Trauma-Informed Approach in Nursing Education: A Scoping Review by Eschiti, McElroy & King (2025).
a_trauma_informed_approach_in_nursing_education__a.23.pdfIn their 2025 systematic review, Eschiti, McElroy & King highlighted how trauma can significantly affect learning, resilience and academic persistence, while also emphasizing the importance of self-care. With that in mind, what are some trauma-informed teaching strategies you could implement as an educator to foster a supportive and resilient learning environment in your own practice?
Activity #3
Think about a time when a learner may have been struggling emotionally. How might a trauma-informed approach have changed the way you responded or supported them? What strategies could you implement now to meet their needs better?
Now, shift the lens inward:
Activity #4
Describe a time when you were in a learning environment where you didn’t feel safe to participate or ask questions. What contributed to that feeling? What signs or symptoms of trauma might have been present? What could have been done to create a more supportive learning space?
Finally, consider your own well-being:
Activity #5
What role does self-care play in your ability to support others in trauma-informed ways? What practices help you stay grounded, compassionate, and present when working with learners who may be experiencing emotional distress?
** Please share your thoughts in the Unit 3 (Week 9) Forum
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