Trauma-informed practice: a paradigm shift in the education of mental health nurses

“The emphasis is on what has happened to the person instead of what is wrong with the person.”

This article has been co-authored by Jennifer Young, James Taylor, Brodie Paterson, Ivor Smith and Sandy McComish. It has been published in Mental Health Practice, a journal produced by RCNi. The abstract says:

“Childhood trauma may have long-lasting effects on self-regulation, mood and behaviour and can increase the likelihood of developing adult mental and physical health conditions. Growing awareness of this has led to mental health services becoming necessarily more trauma informed. This is reflected in a paradigm shift in nursing education, which is moving from a diagnostic model of trauma care to a psychological, trauma-informed approach. The emphasis is on what has happened to the person instead of what is wrong with the person.

The University of Stirling developed a new undergraduate nursing curriculum based on the six principles of trauma- informed care published by the Substance Abuse and Mental Health Services Administration. This has led to the development of the (T)AASKED model, the aim of which is to equip nursing students with the skills and knowledge to work in a trauma-informed framework and to improve the experience of mental health service users.”

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