Trauma-Informed Care Education for Neonatal Intensive Care Unit Providers: Development, Implementation, and Effectiveness.

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.