348 - Implementing Trauma-Informed Care Training for Interdisciplinary Pediatric Hospitalist Teams at Two Academic Medical Centers

Publication Number: 4341.348

Emily Hogeland, University of Connecticut School of Medicine, Hartford, CT, United States; Christine K. Thang, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, CA, United States; Samantha Kucaj, UCLA, Los Angeles, CA, United States; Julia Turock, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, CA, United States; Chai-Chih Huang, UCLA Health, Playa del Rey, CA, United States; Flor Arellano, UCLA Health, Los Angeles, CA, United States; Christine Skurkis, Connecticut Children's, University of CT, Hartford, CT, United States; Kelly A. Maynes, Connecticut Children's Medical Center, Hartford, CT, United States; Moira A. Szilagyi, University of California, Los Angeles David Geffen School of Medicine, Agoura Hills, CA, United States

Background: Trauma-informed care (TIC) recognizes the widespread impact of trauma and promotes environments of healing and recovery. While TIC is increasingly integrated into outpatient pediatrics, fewer structured trainings exist for inpatient teams. To address this gap, we adapted the American Academy of Pediatrics' Pediatric Approach to Trauma, Treatment, and Resilience (PATTeR) curriculum for the inpatient setting.

Objective: To implement and evaluate an adapted TIC training for interdisciplinary inpatient pediatric teams, and to improve knowledge, confidence, and capacity to deliver TIC.

Design/Methods: At UCLA, PATTeR faculty collaborated with pediatric hospitalist and nursing leadership to adapt and deliver the three-session virtual TIC training to its inpatient teams including physicians, residents, nurses, child-life specialists, and chaplains. Sessions focused on foundational TIC principles, promoting relational health, and navigating healthcare stressors while supporting team well-being. Trainings incorporated interactive case discussions and team reflections. After each session, learners completed post-training evaluations assessing learner satisfaction, learning outcomes, and intended practice changes.

The training was implemented in a similar fashion at Connecticut Children's, facilitated by two pediatric hospitalists and a psychologist, for interdisciplinary inpatient physicians, trainees, nurses, and other staff.

Results: At UCLA, 12 participants attended each session; there were 17 completed post-training surveys. At Connecticut Children's, 18 to 47 participants attended each session; there were 7 completed post-training surveys. Nearly all respondents rated the training as "extremely relevant" to their work and "agreed" or "strongly agreed" to increased TIC knowledge (Table 1). All respondents planned to change practice based on what they learned. Anticipated patient impacts included reducing fear and increasing emotional safety (Table 2). Participants recommended ongoing training and integrating TIC into staff onboarding.

Conclusion(s): Adapting the PATTeR curriculum for inpatient teams was feasible and well-received at two academic medical centers. Participants valued the opportunity to reflect on their own stress responses and reported a renewed commitment to fostering safe, empathic, and collaborative care environments. Embedding TIC into hospital culture requires dedicated time for team-based training and reflection. Focused pediatric workforce development can build sustainable, trauma-informed systems of care across inpatient pediatric settings.

Table 1: Participant Survey Responses following Interdisciplinary Inpatient Trauma-Informed Care Training for Healthcare Professionals


Table 2: Participant Reflections following Interdisciplinary Inpatient Trauma-Informed Care Training for Healthcare Professionals