2018 Conference

Trauma-informed care (TIC) involves an approach to health care delivery that recognizes the destructive and long-term impact of violent experiences, abuse, and neglect on a person's lifelong physical, mental, emotional, and economic well-being. The Substance Abuse Mental Health Services Administration (SAMHSA) identifies the following components of a TIC approach:

1. realizing the widespread impact of trauma and understanding potential paths for recovery
2. recognizing the signs and symptoms of trauma in patients, families, staff, and others involved with the system
3. responding by fully integrating knowledge about trauma into policies, procedures, and practices, and seeking to actively resist re-traumatization.

A focus on resilience (among both clients and caregivers) is central.

In this conference, we present an evolving case study highlighting key concepts of a TIC approach from an inter-professional, inter-faith perspective, examining common ethical issues that arise. Attendees will have opportunities to interact in applying skills and knowledge relevant to TIC.

This educational program is designed to facilitate inter-professional learning. We welcome all health care professionals as well as lay persons interested in exploring these questions from the lens of ethics, religion, and spirituality, with an emphasis on how different health care professions contribute.

At the conclusion of this activity, participants will be able to:

1. Examine components of a trauma-informed care (TIC) approach to wellness.
2. Identify ethical issues that arise in caring for individuals with previous multi-trauma.
3. Practice skills consistent with a TIC approach that improve outcomes with individuals who have a history of trauma.
4. Discuss the characteristics and advantages of interprofessional collaboration in implementing a TIC approach.
5. Explore spiritual and religious aspects of overcoming trauma in oneself or others by building resilience.

Nurses:

Nurses may receive 6 contact hours upon successful completion of this educational activity. Successful completion of this activity for Continuing Education (CE) requires attending the entire activity, completion of the online CE evaluation, and completion of the verification of attendance form provided on site. Partial credit is not provided. Participants receive a CE certificate via email from the University of Maryland School of Nursing approximately 2-4 weeks after submitting their request and required documentation.  All requests must be received within 30 days of the conference.

The University of Maryland School of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Physicians: CME Accreditation

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the University of Maryland School of Medicine and the Institute for Jewish Continuity. The University of Maryland School of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Credit Designation: The University of Maryland School of Medicine designates this Live activity for a maximum of 6.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Social Work: 

The University of Maryland School of Social Work Office of Continuing Professional Education is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs and maintains full responsibility for this program. This training qualifies for 5.25 Category I continuing education units (the Self- Care Immersion is not included.) Successful completion of this activity requires your signature on the sign-in sheet, participation in the entire activity, and completion of an evaluation form that is handed in at the end of the activity. This conference does not meet the Maryland Board of Social Work’s ethical requirement.

Pharmacy:

The University of Maryland School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  This application-based activity (UAN: 0025-0000-18-113-L04-P) is approved for 6.0 hours (0.6 CEU) of continuing education credit. Statements of credit will be posted to CPE Monitor within three weeks for all participants who successfully complete the activity.  Successful completion of this activity requires your signature on the sign-in sheet, participation in the entire activity, and completion of an online activity evaluation.  

*indicates non-educational activity   

⁺.75 Continuing Education

Location:

University of Maryland, Baltimore
Southern Management Corporation Campus Center
621 W. Lombard St.
Baltimore, MD 21201

• Directions
• Parking
• Campus Map

The closest airport to the University of Maryland School of Nursing is Baltimore–Washington International Airport (BWI). Drive time from BWI to the School is approximately 15 minutes.

Local Accommodations:

View a list of hotels near campus.

Prioritizing Opportunities to Advance the Field of Trauma-Informed Care
via the Center for Health Care Strategies blog newsletter

Case Study: Teaching trauma-informed practices to students in health care fields
via ACEsConnection

Shawna is a 36-year-old woman who injects drugs. She has been admitted to hospital with a bilateral lower extremity osteoylelitis requiring amputation. She has a history of bipolar disorder, PTSD, and opioid and methamphetamine use disorder. 

She is reluctant to perform the necessary bilateral below the knee amputations and has threatened to leave AMA due to inadequate pain control.

Now watch this video:

Video: How childhood trauma affects health across a lifetime | Nadine Burke Harris
via TED Talks

Further Reading:

• Bath, H. (2008). The Three Pillars of Trauma-Informed Care. Reclaiming Children and Youth, v17 n3 p17-21.
• Kassam-Adams, N. & Butler, L. (2017). What Do Clinicians Caring for Children Need to Know about Pediatric Medical Traumatic Stress and the Ethics of Trauma-Informed Approaches? AMA Journal of Ethics, Vol 19, No 8, pp 793-801.
• Lin YC, Chan TF, Lai CS, Chin CC, Chou FH, Lin HJ. The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students’ attitudes and ability of interprofessional collaboration: a pilot study. Kaohsiung Journal of Medical Science, 2013;29(9):505-511.
• Mahoney, J. S., Mulder, C., Hardesty, S. & Madan, A. (2017). Integrating caring into patient-centered care through interprofessional education and ethics: The Caring Project. Bulletin of The Menninger Clinic, Vol. 81, No.3, pp.233 -246. https://doi.org/10.1521/bumc_2017_81_02

Adverse Childhood Experience Questionnaire (ACE-Q) Resources:

• Center for Youth Wellness ACE-Q User Guide for Health Professionals
• Center for Youth Wellness ACE-Q Child
• Center for Youth Wellness ACE-Q Teen
• Philadelphia ACE Telephone Survey Questions
• Resilience Questionnaire

• Reba Cornman (UMB Graduate School)
• Tyree Nutter (UMMC & Living Legacy Foundation)
• Kelly Doran (UMB Nursing)
• Patty Franklin (UMB Nursing)
• Seante Hatcher (UMB Social Work)
• Megan Ehret (UMB Pharmacy)
• Jason Noel (UMB Pharmacy)
• Althea Pusateri (UMB Medicine)
• Chanise Reese-Queen (UMB Medicine)
• Rebecca Vivrette (UMB Medicine)
• Anita Tarzian (UMB Law & Nursing)

Disclosure: 

No person in a position to control the content of this educational activity has a relevant financial relationship to disclose.