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\"This book is for teachers and those preparing to be teachers. It explores the actions that teachers can take to provide students an opportunity to continue learning while also addressing the trauma they have experienced. This is not a book for counselors, though they, too, will find it helpful in counseling teachers regarding classroom trauma-sensitive practices. Rather, this book is focused on the classroom teacher who provides student voice and allows students to become more active and engaged in their own learning by learning to discuss, write about, and engage in civic action. It also offers direction for how to create an emotionally safe classroom environment in which students find a refuge from trauma and a space in which to process events. The chapters will be very practical, focused on actions that teachers can take to facilitate learning while students also heal from their traumatic experiences\"-- Provided by publisher.

Childhood trauma can exert a negative influence in the lives of young children. Yet, while Early Childhood Education and Care (ECEC) professionals are perfectly positioned to support children exposed to such trauma, extant research reports a scarcity of bespoke trauma awareness training for the ECEC profession. The aim of the current study served to explore the trauma awareness knowledge, strategies, and training of the ECEC profession in the Republic of Ireland. A comprehensive survey instrument, comprising 45 items across 5 Thematic Domains related to trauma knowledge and training, was disseminated to ECEC professionals nationwide. With a response rate of 1053 participants, key findings revealed (i) a fragmented understanding of what constitutes childhood trauma, and (ii) a significant association between lower levels of educational attainment and trauma education (Initial Practitioner Education, p = 0.000; Continuous Professional Development, p = 0.039). Further, 95% of participants called for context-specific, trauma awareness training, substantiating the voracious appetite for this crucial cog in the ECEC learning continuum, and thus reflecting the need for urgent reform to address and support the complexities of childhood trauma in ECEC discourse.

Timothy J Bikman,1,2 William F Selde,1 William B Belk,3 Manoj Pathak,4 Craig E Palm,5 Simon J Thompson6 1Emergency Department, Billings Clinic, Billings, MT, USA; 2Simulation Experiential Learning Laboratory, Billings Clinic, Billings, MT, USA; 3Medical Simulation & Innovative Education, Air Methods Corporation, Greenwood Village, CO, USA; 4Department of Mathematics & Statistics, Murray State University, Murray, KY, USA; 5Trauma Services, Billings Clinic, Billings, MT, USA; 6Collaborative Science & Innovation, Billings Clinic, Billings, MT, USACorrespondence: Simon J Thompson, Collaborative Science & Innovation, Billings Clinic, Billings, MT, USA, Tel +1 503 267 7314, Fax +1 406 435 1586, Email sthompson11@billingsclinic.orgPurpose: Simulation-based education plays a pivotal role in preparing healthcare providers for rare, high-acuity emergencies such as hemorrhagic extremity trauma. Advances in simulation fidelity, including hemorrhagic pumping systems (HPS), may enhance realism, urgency, and clinical decision-making. However, evidence on how such enhancements affect provider performance remains limited.Patients and Methods: In this randomized case-control study at a rural Level I trauma center simulation learning laboratory, emergency care providers (n = 146) managed a simulated extremity trauma scenario using either standard moulage (Group A; No HPS) or an active HPS (Group B). Participants were stratified by profession/licensure prior to recruitment. Within each professional stratum participants were randomized to ensure balanced representation, into the two groups and the timed endpoints included (i) First Intervention, (ii) Tourniquet-only Application, and (iii) Scenario Completion. Subgroup analyses were conducted by healthcare license (Emergency Medical Technician (EMT), Registered Nurse (RN), Others (neither EMT or RN licensure)) and years of licensure (< 5 vs ≥ 5 years).Results: Participants using the HPS performed the first intervention significantly faster (mean = 54.9s) than those with No HPS (mean = 71.9s; p=0.002). EMTs and “Others” showed significant time improvements with HPS use, while RN performance did not differ. Tourniquet-only and Scenario Completion times were unaffected by HPS presence. Among RNs, those with < 5 years of experience performed significantly faster in the first intervention than their more experienced peers (p=0.039); no other timing differences reached statistical significance based on licensure length.Conclusion: Enhanced realism within simulation-based education incorporating dynamic bleeding systems improves response time in initial trauma interventions, particularly among EMTs and less-experienced providers. While total scenario times and tourniquet application did not differ, early engagement appears positively influenced by simulation fidelity. Integrating high-fidelity elements like HPS into trauma training may strengthen learner urgency, decision-making, and improve real-world provider readiness.Plain Language Summary: This study explored how realistic bleeding simulations affect emergency care providers’ response times to a serious leg or arm injury. The goal was to see if adding a system that mimics real bleeding (called a hemorrhagic pumping system, or HPS) could improve how quickly and effectively providers react in a training scenario.Researchers tested 146 emergency workers at a rural trauma center. About half of them used a standard setup with no active bleeding (Group A), while the rest used a more realistic system that included simulated bleeding (Group B). They measured how long it took participants to start treating the injury, apply a tourniquet, and complete the full scenario.The study found that those who used the bleeding system started treatment faster, about 17 seconds quicker on average. This improvement was especially true for Emergency Medical Technicians (EMTs) and providers without specific nursing or EMT licenses. Nurses did not show a difference overall, but newer nurses (with less than five years of experience) responded faster than more experienced ones.Adding realistic bleeding did not change how fast tourniquets were applied or how long the entire scenario took to complete. However, it did make a difference in how quickly providers reacted at the start.In summary, using more realistic bleeding in trauma simulations helps improve early response times, especially for newer or non-nurse providers. This suggests that adding lifelike features such as active bleeding to training could better prepare emergency workers for real-world trauma situations.Keywords: medical simulation training, emergency medical services, clinical decision-making, dynamic bleeding models, high fidelity simulation training, trauma education

Simon J Thompson, Collaborative Science & Innovation, Billings Clinic, Billings, MT, USA, Tel +1 503 267 7314, Fax +1 406 435 1586, Email sthompson11@billingsclinic.orgPurpose: Simulation-based education plays a pivotal role in preparing healthcare providers for rare, high-acuity emergencies such as hemorrhagic extremity trauma. Advances in simulation fidelity, including hemorrhagic pumping systems (HPS), may enhance realism, urgency, and clinical decision-making. However, evidence on how such enhancements affect provider performance remains limited.Patients and Methods: In this randomized case-control study at a rural Level I trauma center simulation learning laboratory, emergency care providers (n = 146) managed a simulated extremity trauma scenario using either standard moulage (Group A; No HPS) or an active HPS (Group B). Participants were stratified by profession/licensure prior to recruitment. Within each professional stratum participants were randomized to ensure balanced representation, into the two groups and the timed endpoints included (i) First Intervention, (ii) Tourniquet-only Application, and (iii) Scenario Completion. Subgroup analyses were conducted by healthcare license (Emergency Medical Technician (EMT), Registered Nurse (RN), Others (neither EMT or RN licensure)) and years of licensure (< 5 vs ≥ 5 years).Results: Participants using the HPS performed the first intervention significantly faster (mean = 54.9s) than those with No HPS (mean = 71.9s; p=0.002). EMTs and “Others” showed significant time improvements with HPS use, while RN performance did not differ. Tourniquet-only and Scenario Completion times were unaffected by HPS presence. Among RNs, those with < 5 years of experience performed significantly faster in the first intervention than their more experienced peers (p=0.039); no other timing differences reached statistical significance based on licensure length.Conclusion: Enhanced realism within simulation-based education incorporating dynamic bleeding systems improves response time in initial trauma interventions, particularly among EMTs and less-experienced providers. While total scenario times and tourniquet application did not differ, early engagement appears positively influenced by simulation fidelity. Integrating high-fidelity elements like HPS into trauma training may strengthen learner urgency, decision-making, and improve real-world provider readiness.Plain Language Summary: This study explored how realistic bleeding simulations affect emergency care providers’ response times to a serious leg or arm injury. The goal was to see if adding a system that mimics real bleeding (called a hemorrhagic pumping system, or HPS) could improve how quickly and effectively providers react in a training scenario.Researchers tested 146 emergency workers at a rural trauma center. About half of them used a standard setup with no active bleeding (Group A), while the rest used a more realistic system that included simulated bleeding (Group B). They measured how long it took participants to start treating the injury, apply a tourniquet, and complete the full scenario.The study found that those who used the bleeding system started treatment faster, about 17 seconds quicker on average. This improvement was especially true for Emergency Medical Technicians (EMTs) and providers without specific nursing or EMT licenses. Nurses did not show a difference overall, but newer nurses (with less than five years of experience) responded faster than more experienced ones.Adding realistic bleeding did not change how fast tourniquets were applied or how long the entire scenario took to complete. However, it did make a difference in how quickly providers reacted at the start.In summary, using more realistic bleeding in trauma simulations helps improve early response times, especially for newer or non-nurse providers. This suggests that adding lifelike features such as active bleeding to training could better prepare emergency workers for real-world trauma situations.

Background Unintentional injuries have emerged as a significant public health issue in low- and middle-income countries (LMIC), especially in Vietnam, where there is a poor quality of care for trauma. A scarcity of formal and informal training opportunities contributes to a lack of structure for treating trauma in Vietnam. A collaborative trauma education project by the JW LEE Center for Global Medicine in South Korea and the Military Hospital 175 in Vietnam was implemented to enhance trauma care capacity among medical staff across Ho Chi Minh City in 2018. We aimed to evaluate a part of the trauma education project, a one-day workshop that targeted improving diagnostic and surgical skills among the medical staff (physicians and nurses). Methods A one-day workshop was offered to medical staff across Ho Chi Minh City, Vietnam in 2018. The workshop was implemented to enhance the trauma care knowledge of providers and to provide practical and applicable diagnostic and surgical skills. To evaluate the workshop outcomes, we utilized a mixed-methods survey data. All participants ( n  = 27) voluntarily completed the post-workshop questionnaire. Quality of contents, satisfaction with teaching skills, and perceived benefit were used as outcomes of the workshop, measured by 5-point Likert scales (score: 1–5). Descriptive statistics were performed, and open-ended questions were analyzed by recurring themes. Results The results from the post-workshop questionnaire demonstrated that the participants were highly satisfied with the quality of the workshop contents (mean = 4.32 standard deviation (SD) = 0.62). The mean score of the satisfaction regarding the teaching skills was 4.19 (SD = 0.61). The mean score of the perceived benefit from the workshop was 4.17 (SD = 0.63). The open-ended questions revealed that the program improved their knowledge in complex orthopedic surgeries neglected prior to training. Conclusions Positive learning experiences highlighted the need for the continuation of the international collaboration of skill development and capacity building for trauma care in Vietnam and other LMIC.

Objectives Identifying ways to shift public attitudes toward support for alternative approaches to criminalized behavior is necessary to address mass incarceration. We test whether education on the impacts of traumatic events may be one strategy to increase such support. Drawing from mindset theory, we also test whether effects can be amplified through incorporation of growth mindset messaging. Methods Two experimental studies assessed the impact of trauma education and growth mindset-enhanced trauma education on public attitudes. Results In Study 1, participants in both trauma education conditions exhibited greater support for alternatives to incarceration for nonviolent crimes compared to the control condition. In Study 2, participants in the mindset-enhanced trauma education condition exhibited greater support for alternative sentencing for violent crimes compared to those in the other two conditions. Conclusions Mindset-enhanced trauma education has potential to shift public attitudes toward support for alternative sentencing, though further research is needed to substantiate effects.