The course reviews trauma-informed care (TIC) and focuses on TIC clinical practices. A trauma-informed approach to screening and assessment will be emphasized. Trauma-specific services and the principles of trauma recovery and the role of relational therapies are explored. An awareness of TIC principles, focusing on clients and practitioners, is pivotal. This course will define and differentiate post-traumatic stress disorder (PTSD), vicarious trauma (VT), secondary traumatic stress and compassion fatigue (CF) from similar constructs. Risk and prevention factors for VT and STS are highlighted. Integration of VT and STS concepts, as well as, the concept of post-traumatic growth (PTG) and compassion fatigue resilience (CFR) will be emphasized.
In this course the learner will explore:
- Attachment theory, concepts of risk and resilience and types of trauma
- Aboriginal Peoples’ historic trauma and intergenerational transmission including residential school syndrome (RSS).
- Trauma Related Disorder in the DSM-5
- Complex trauma and the impact of trauma on the whole person
- Differences between Trauma-Informed Care (TIC) and Trauma-Specific Services (TSS)
- A variety of Trauma-Specific Services
- Specific concepts of burnout, countertransference, secondary traumatic stress, compassion fatigue, vicarious trauma, post-traumatic stress disorder that often lead to confusion and ambiguous conceptual models
- Explanatory models for VT and the Constructivist Self-Development Theory
- Risks for the practitioner associated with trauma-informed care, specifically vicarious trauma (VT) and secondary traumatic stress (STS)
- The role of self-care as foundational for prevention of VT and STS and the opportunity for post-traumatic growth and compassion fatigue resilience
- The role of belonging to the nursing occupation and the value of collegial and social support to promote post-traumatic growth and compassion fatigue resilience.
Methods of Instruction
Learners will acquire knowledge and skill to apply concepts through a variety of means of instruction and activities, including; lecture, audio-visuals, debate forums, critical thinking exercises and team work.
Means of Assessment
The course evaluation is consistent with Douglas College evaluation policy. An evaluation schedule is presented at the beginning of the course. This is a graded course. All assignments must be completed to pass the course.
Upon successful completion of this course the learner will be able to analyze:
- The impact of colonization related to historical trauma, intergenerational transmission of trauma and a recent framework related to residential school syndrome
- Trauma-informed care (TIC) clinical practices
- Philosophy of Trauma-Specific Services
- Trauma-Specific Services in Practice
- Risks associated with TIC: Vicarious Trauma (VT) and Secondary Trauma Stress (STS)
- Interventions and Prevention of VT and STS
- A model of Post-traumatic Growth
- A model of Compassion Fatigue Resilience.
PNUR 4572, PNUR 4573 , PNUR 4521, PNUR 4562, PNUR 4501
Students in the BSPN program are required to maintain a passing grade of 65% (C+) in all courses in order to progress in the program.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.