A Trauma-informed Care Curriculum for Perinatal Providers, Staff, and Learners

Abstract

Introduction: Trauma, including physical, emotional, and psychological experiences, is highly prevalent and can lead to profound, long-lasting health consequences, especially in perinatal patients, who are uniquely vulnerable to trauma. Research suggests that providers caring for perinatal patients are unprepared to deliver trauma-informed care (TIC). We designed a curriculum for individuals who interact with perinatal patients in TIC principles, practice, and reflection.

Methods: The curriculum was a four-part virtual workshop series delivered over a year to all providers, staff, and learners who interacted with perinatal patients at a large academic medical center. All sessions were 60 minutes and included didactic teaching and small-group case-based discussion. Session 1 introduced the principles of TIC. Session 2 focused on the practice of TIC for perinatal patients. Session 3 reflected on vicarious trauma. Session 4 elevated community voices. We elicited qualitative comments and evaluated self-perceived knowledge, confidence, and self-reported application using 5-point Likert scales pre- and postworkshop, comparing scores using two-tailed paired t tests.

Results: In total, 246 participants attended our workshop series. Of these, 34 (14%) completed pre/postworkshop surveys. Self-perceived knowledge about perinatal TIC significantly increased (mean score 3.5 vs 4.6; p < .05), belief that TIC was important increased (mean score 4.7 vs 4.9; p < .05), and realization that TIC required both individual and systems-level change increased (mean score 4.6 vs 4.8; p < .05) pre- to postworkshop. Participants planned to incorporate lessons learned into clinical practice.

Discussion: Our curriculum improved participants' self-perceived knowledge and preparedness in TIC for perinatal patients.

Keywords: Clinical/Procedural Skills Training; Obstetrics; Perinatal Health; Trauma-informed care.