7th Edition of World Nursing Science Conference 2027

Abstract

Simulation experiences that address topics such as human trafficking, intimate partner violence, sexual assault, child abuse, substance use, and traumatic injury are increasingly incorporated into undergraduate nursing education because they reflect the realities of contemporary healthcare practice. While these simulations provide essential opportunities for students to develop clinical reasoning, communication, and patient advocacy skills, they may also evoke strong emotional responses or unintentionally trigger past traumatic experiences among learners. Educators often face the challenge of maintaining educational rigor while ensuring psychological safety for students who may be survivors of trauma themselves.

This presentation describes the development and implementation of a trauma-informed framework for undergraduate nursing simulation involving sensitive content. Grounded in trauma-informed educational principles, the framework emphasizes psychological safety, transparency, learner empowerment, cultural sensitivity, peer support, and learner choice. Practical strategies include the use of content advisories, psychologically safe prebriefing techniques, optional role modifications, faculty recognition of trauma-related responses, and structured debriefing approaches that address both learner emotions and educational outcomes.

The framework was integrated into a simulation focused on the recognition and care of a patient experiencing human trafficking and related trauma. Trauma-informed principles were intentionally incorporated throughout the planning, facilitation, and debriefing phases of the simulation experience. Faculty sought to create an environment in which students could engage with challenging clinical content while feeling supported and respected. Learner feedback highlighted the value of advanced preparation regarding sensitive topics, opportunities to express concerns prior to participation, and faculty acknowledgment of the emotional complexity that can accompany simulation-based learning experiences. These practices promoted meaningful engagement while preserving the authenticity needed to achieve learning objectives.

Attendees will gain practical strategies for designing and facilitating trauma-informed simulation experiences in undergraduate nursing education. Participants will be able to identify effective prebriefing, facilitation, and debriefing techniques that foster psychological safety without diminishing educational effectiveness. In addition, attendees will learn how to apply a trauma-informed framework when developing or revising simulations that address potentially triggering content.

By recognizing the diverse lived experiences students bring into learning environments, nurse educators can balance educational rigor with learner well-being. Rather than avoiding difficult or emotionally charged topics, trauma-informed simulation practices provide a structured approach for preparing future nurses to care for vulnerable populations while minimizing the risk of unintended learner distress. Ultimately, incorporating trauma-informed principles into simulation education may enhance student engagement, resilience, clinical preparedness, and the delivery of compassionate, patient-centered care.