Objective
To improve students’ attitudes and empathy for creating therapeutic relationships by introducing a trauma-informed approach to nutrition care.
Use of Theory or Research
We adapted a published educational approach tested with pediatric residents. The teaching strategy included principles of Sociocultural Learning Theory.
Target Audience
Participants included 25 students pursuing a master's degree in nutrition.
Curriculum Description
We implemented the TIC educational module within an online nutrition counseling course strategically placed after two modules focused on patient-centered care, cultural humility, and health equity. Students took a pre-test, and we provided them with pre-class reading about TIC, the origins of the Adverse Childhood Experiences (ACE) study, and the National Institute of Minority Health and Health Disparities research framework. The live and synchronous online classroom time for the TIC module included a didactic presentation on the rationale for practicing universal TIC, the link between trauma and chronic disease, examples of TIC practices in nutrition care, and an interactive neonatal abstinence syndrome case-based scenario. In addition to a post-test, we required students to post a learning diary reflection within three days of the TIC module.
Evaluation Methods
We assessed attitudes with an 8 item pre and post-test (5-point Likert scale) in Qualtrics and through online learning diary entries within the Canvas learning management system.
Results
We conducted a paired-samples t-test to evaluate the impact of the TIC education module on students' attitudes with the pre to post-test. There were statistically significant (P < 0.05) changes in attitudes in 5 out of 8 questions with moderate (.37) to large (.95) effect sizes. In the learning diaries, all students reported that the TIC education module was impactful, and most students wrote about how the module challenged their biases and assumptions.
Conclusions
Participation in an online trauma-informed care education module led to significant differences in attitudes that may enhance students’ abilities to create therapeutic relationships in future nutrition practice.
Funding
None.
SUPPLEMENTARY DATA
Supplementary data related to this article can be found at https://doi.org/10.1016/j.jneb.2022.04.018.
Appendix. SUPPLEMENTARY DATA
Article info
Identification
Copyright
© 2022 Published by Elsevier Inc.
