Nurse educators' perspectives of trauma-informed educational practices in undergraduate nursing education: An interpretive descriptive study.

BACKGROUND: Trauma-informed care (TIC) is an essential framework for nursing practice, yet its integration into undergraduate nursing education remains limited. Trauma-informed educational practices extend TIC principles to teaching and learning contexts and have the potential to transform nursing education by addressing student well-being and reducing secondary traumatic stress. However, little is known about how nurse educators understand and implement TIC in undergraduate nursing programs. AIM: This study explored Ontario nurse educators' knowledge about TIC and its potential to transform undergraduate nursing education through trauma-informed educational practices. DESIGN: This interpretive descriptive qualitative study was guided by Transformational Learning Theory. SETTING: Undergraduate baccalaureate nursing programs in Ontario, Canada. PARTICIPANTS: A purposive sample of nurse educators (n = 28) with at least two years of teaching experience in undergraduate nursing education. METHODS: Phase one survey data supported recruitment and theoretical sampling. Semi-structured interviews were conducted and analyzed using reflexive thematic analysis. Data collection and analysis occurred iteratively, with coding supported by NVivo 14®. Reflexive thematic analysis generated key themes related to trauma-informed educational practices. RESULTS: This manuscript presents the third theme, Innovative Pedagogical Strategies, and its three subthemes: 1) Using Creative Learning Strategies to Grow Self-Awareness, highlighting experiential, arts-based, Indigenous pedagogies, and simulation to scaffold trauma-informed perspectives; (2) Creating Brave Spaces, emphasizing psychological safety, relational teaching, and proactive preparation for emotionally challenging content; and (3) Role Modelling Trauma-Informed Approaches to Enhance Application. A conceptual model is presented to illustrate how these intersecting trauma-informed teaching strategies promote transformational learning and support students' capacity to apply TIC principles in practice. CONCLUSIONS: Trauma-informed pedagogy offers a transformative lens for nursing education, prioritizing student well-being and advancing equity. Faculty development and structural supports are essential to prepare educators for this shift. Trauma-informed educational practices can catalyze cultural change in nursing, benefiting learners and the profession.