Academic pediatrics · 2026
Trauma-Informed Care Education for Neonatal Intensive Care Unit Providers: Development, Implementation, and Effectiveness.
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Gersch Hannah, Mungovan Emily, Chokshi Binny, Soghier Lamia, Gborkorquellie Theiline, Wallace Lisa
Аннотация
OBJECTIVE: To evaluate the impact of novel, case-based, trauma-informed care (TIC) education electronic modules (e-modules) on Neonatal Intensive Care Unit (NICU) providers' knowledge, attitudes, and practices of TIC (TIC KAP) and burnout over time.
METHODS: This prospective cohort study was conducted from 2022 to 2024 at two NICUs in a single metropolitan area. NICU providers, including trainees, advanced practice providers, physicians, and nurses (n = 121) completed a demographic survey, two TIC e-modules, and a TIC KAP Likert scale-based survey immediately before and after completing the e-modules and 30 days later. Mini-Z Burnout Survey data was collected before the e-modules and 30 days later. Data were analyzed using t-test and ANOVA.
RESULTS: At baseline, participants thought TIC was important but reported knowledge and practice deficits. Trainees reported higher baseline TIC knowledge, but lower baseline practices compared to nurses (P < .01). Knowledge, attitudes, and practices of TIC increased from pre-test to post-test for all participants (P < .001). There was significant participant drop-off over time, with 58% of initial participants completing the post-test and 14% completing the 30-day post-test. Among those completing the 30-day post-test, the increase in TIC knowledge and practices was sustained (P < .001), and there was no significant change in burnout.
CONCLUSIONS: NICU-specific TIC e-modules significantly increased knowledge, attitudes, and practices of TIC among NICU providers. Given the significant drop-out rate at the 30-day time-point, the e-modules' potential long-term effects on TIC KAP and rates of burn-out remain unclear.
METHODS: This prospective cohort study was conducted from 2022 to 2024 at two NICUs in a single metropolitan area. NICU providers, including trainees, advanced practice providers, physicians, and nurses (n = 121) completed a demographic survey, two TIC e-modules, and a TIC KAP Likert scale-based survey immediately before and after completing the e-modules and 30 days later. Mini-Z Burnout Survey data was collected before the e-modules and 30 days later. Data were analyzed using t-test and ANOVA.
RESULTS: At baseline, participants thought TIC was important but reported knowledge and practice deficits. Trainees reported higher baseline TIC knowledge, but lower baseline practices compared to nurses (P < .01). Knowledge, attitudes, and practices of TIC increased from pre-test to post-test for all participants (P < .001). There was significant participant drop-off over time, with 58% of initial participants completing the post-test and 14% completing the 30-day post-test. Among those completing the 30-day post-test, the increase in TIC knowledge and practices was sustained (P < .001), and there was no significant change in burnout.
CONCLUSIONS: NICU-specific TIC e-modules significantly increased knowledge, attitudes, and practices of TIC among NICU providers. Given the significant drop-out rate at the 30-day time-point, the e-modules' potential long-term effects on TIC KAP and rates of burn-out remain unclear.