An Initial Evaluation of the Impact of Trauma-Informed Care Training in Pediatrics

Abstract

Objective: Trauma-informed care (TIC) has the potential to improve patient care and help prevent healthcare provider burnout. In this study, we examined whether TIC training achieved intended effects of increasing healthcare providers’ confidence in delivering TIC, increasing perception of the importance of providing TIC, and reducing burnout. We also explored the relationship between TIC confidence/importance and burnout. Method: We implemented a longitudinal cohort design, recruiting 286 providers from an academic medical center. Participants attended a single session TIC educational intervention in-person and received five months of TIC reminders. Participants completed assessments pre-intervention (T1), immediately post-intervention (T2), one (T3), and 6 months later (T4). Results: Confidence in the delivery of trauma-informed care increased from T1 (M = 11.4, SD = 2.9) to T2 (M = 16.1, SD = 2.3); F(1, 271) = 791.39, p < .001, ηp² = .746. Changes maintained at T3 and T4. Perception of the importance of providing trauma-informed care increased from T1 (M = 4.2, SD = 0.9) to T2 (M = 4.6, SD = 0.7); F(1,270) = 54.86, p < .001, ηp² = .169. This change was not maintained over time. No significant changes in burnout means were observed pre- to post-intervention. Exploratory analyses identified a statistically significant correlation between the burnout subscale of personal accomplishment and importance of providing TIC at T1 (r = .20, p < .01). Conclusion: Brief trainings may be effective in increasing provider confidence in delivering TIC. More intensive interventions or other targets may be needed to reduce burnout. Implications for Impact: Findings suggest that provider confidence in delivery of TIC may be enhanced with brief psychoeducational interventions. Future research should work to determine if enhanced TIC confidence translates into provider behavior and improves patient outcomes.