Trauma-Informed Care Education for Undergraduate Nursing Students: A Scoping Review

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Abstract
This study aims to explore trauma-informed care (TIC) education for undergraduate nursing students through a scoping review. A scoping review was conducted on studies published between January 1, 2000 and August 10, 2025 based on the guidelines of the Joanna Briggs Institute. A total of 126 studies were retrieved from both domestic and international databases (PubMed, EMBASE, Cochrane Library, CINAHL, KISS, RISS, and DBpia), of which 9 studies were ultimately included in the analysis. Among the studies analyzed, most were undertaken in the United States, Australia, and the United Kingdom, with no relevant studies identified in South Korea. TIC education was delivered through regular theory-based courses (6 studies, 70.0%), simulation-based learning (3 studies, 30.0%), clinical practicums (1 study, 10.0%), and workshops (1 study, 10.0%). Teaching methods included lectures, narratives, case-based learning, simulations, team-based learning, brainstorming, and debriefing. The mapping review revealed that undergraduate nursing students was provided theory-based lecture, case-based learning, simulation-based learning, and experiential-learning approaches collectively delivered the core principles of TIC; safety and trust, collaboration, empowerment, cultural and gender sensitivity, and communication competence. Future studies should develop a TIC education program for nursing students and evaluate its effectiveness by assessing changes in TIC competency after implementation.

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