Advanced Nursing Roles Human Trafficking Assignment
Overview
This resource allows MSN students in various concentrations to reflect on challenges, interventions, and best practices for caring for human trafficking survivors in leadership roles. Students will use a template to develop a trauma-informed debriefing script tailored to their specialty, promoting open dialogue and reflective practices. Faculty will assess the scripts for evidence-based research, professional application, and alignment with trauma-informed care while providing feedback to support scholarly growth and collaboration.
How to Use
This resource is designed to support faculty in effectively guiding students through the assignment and evaluating their work. Below are steps on how students will utilize the resources to address the following:
- Review the Human Trafficking Scenario: Familiarize yourself with the provided scenario that corresponds to each student’s MSN concentration: Nurse Educator, Nurse Executive, Legal Nurse Consultant, or Public Health Nurse. This will help you contextualize the students' responses and ensure alignment with their concentration.
- Facilitate Reflection: Encourage students to reflect on the challenges, successful interventions, and lessons learned in caring for human trafficking survivors within their nursing leadership roles.
- Guide Students in Using the Template: Direct students to download and use the debriefing script template to develop customized scripts. Ensure students understand the importance of incorporating trauma-informed care principles, relevant discussion points, and reflective opportunities tailored to their MSN leadership focus.
- Promote Trauma-Informed Dialogue: Emphasize the significance of creating a debriefing script that fosters open, respectful, and trauma-informed dialogue among nurse leaders. Offer examples or feedback to help students integrate these elements effectively.
- Evaluate and Provide Feedback: Assess the completed debriefing scripts based on the assignment rubric. Look for evidence of evidence-based research, application of best practices, and alignment with the student’s MSN concentration and related AACN Essentials.
- Facilitate Scholarly Discussion: The review of identified themes related to each leadership concentration and posting an announcement or creating a word cloud summarizing themes (can be done online or face to face). Provide constructive feedback, highlight key insights, and encourage peer engagement to enhance learning and collaboration.
Integrative Learning Strategies
- Reflective Practice: The assignment requires you to reflect on your nursing leadership role and experiences related to human trafficking survivors. This reflective practice helps integrate personal insights with professional knowledge, enhancing understanding and empathy, and is essential for a trauma-informed approach.
- Interdisciplinary Integration: By developing a debriefing script that includes discussion points, best practices, and opportunities for reflection, you integrate interdisciplinary philosophies and perspectives. This approach is aligned with several AACN Essentials, including Knowledge of Nursing Care, Person-Centered Care, and Population Health.
- Critical Analysis: The assignment involves analyzing legal, technical, and evidence-based procedural processes in formulating resolutions for ethical scenarios. This strategy encourages deep thinking and application of theoretical knowledge to practical situations, incorporating domains such as Quality and Safety, Informatics and Healthcare Technologies, and Population Health.
- Collaboration and Communication: Creating a debriefing script that promotes open and respectful dialogue fosters collaboration and communication. This activity aligns with the AACN Essentials on Interprofessional Partnerships and Professionalism, emphasizing teamwork and professional growth, and supports a trauma-informed approach to care.
- Advocacy and Policy Development: Demonstrating advocacy in public policy through the assignment activities, such as developing protocols and collaborating with community organizations, aligns with the AACN Essentials on Scholarship for the Nursing Discipline and Personal, Professional, and Leadership Development. This approach integrates advocacy with practical leadership and policy-making skills, addressing both population health and trauma-informed care.
Assessment Strategies
- Debriefing Script Analysis Rubric
- Peer Review and Feedback (through discussion board forum)
Learning Objectives and Exemplars
Learning Objectives:
- Consider the moral, legal, and technological accountability of diverse nursing and nursing leadership roles to synthesize the application of ethical action in healthcare practice.
- Integrate interdisciplinary philosophies and perspectives to improve health outcomes for diverse populations.
- Critically analyze the various dimensions of legal, technical, and evidence-based procedural processes in formulating the resolution of an ethical scenario.
- Engage in peer debriefing to enhance self-care practices in situations of moral distress.
Possible Courses
- Leadership
- Ethics
- Policy
- “3 Ps” – Pathophysiology, Health Assessment, Pharmacology
- Teaching & Learning
Additional Resources/Publications
United Nations Office on Drugs and Crime. Human Trafficking and Migrant Smuggling. https://www.unodc.org.
Polaris Project. Human Trafficking. https://polarisproject.org.
U.S. Department of Homeland Security. Blue Campaign. https://www.dhs.gov/blue-campaign. Federal Human Trafficking Report. https://www.traffickinginstitute.org.
National Human Trafficking Hotline. https://humantraffickinghotline.org.
Wilmington University Library. Trauma-Informed Workplaces Guide. https://libguides.wilmu.edu/trauma-informed.
“Trauma-Informed Care (TIC) Best Practices for Improving Patient Care in the Emergency Department.”
"CE: Trauma-Informed Care in Nursing Practice."
“Providing Gender-Sensitive and Responsive Trauma-Informed Psychiatric Nursing Care: How Hard Can It Be?” [PDF file].
Substance Abuse and Mental Health Services Administration (SAMHSA). 6 Guiding Principles to a Trauma-Informed Approach [Infographic]. https://www.samhsa.gov
Sub-competencies for advance-level professional nursing education:
1.1e Translate evidence from nursing science as well as other sciences into practice.
1.1f Demonstrate the application of nursing science to practice.
1.3d Integrate foundational and advanced specialty knowledge into clinical reasoning.
1.3e Synthesize current and emerging evidence to influence practice.(Through scholarly research and proposed interventions)
2.1d Promote caring relationships to effect positive outcomes.
2.1e Foster caring relationships.
2.2g Demonstrate advanced communication skills and techniques using a variety of modalities with diverse audiences.
2.2h Design evidence-based, person-centered
2.5j Develop evidence-based interventions to improve outcomes and safety.
2.6g Promote delivery of care that supports practice at the full scope of education.
2.6h Contribute to the development of policies and processes that promote transparency and accountability.
2.6i Apply current and emerging evidence to the development of care guidelines/tools.
2.6j Ensure accountability throughout transitions of care across the health continuum.
2.9f Evaluate communication pathways among providers and others across settings, systems, and communities.
2.9g Develop strategies to optimize care coordination and transitions of care.
2.9h Guide the coordination of care across health systems.
2.9i Analyze system-level and public policy influence on care coordination.
3.1j Assess the efficacy of a system’s capability to serve a target sub-population’s healthcare needs.
3.1k Analyze primary and secondary population health data for multiple populations against relevant benchmarks.
3.1l Use established or evolving methods to determine population-focused priorities for care.
3.1m Develop a collaborative approach with relevant stakeholders to address population healthcare needs, including evaluation methods.
3.3d Collaborate with partners to secure and leverage resources necessary for effective, sustainable interventions.
3.3e Advocate for interventions that maximize cost-effective, accessible, and equitable resources for populations.
3.3f Incorporate ethical principles in resource allocation in achieving equitable health.
3.4f Identify opportunities to influence the policy-process.
3.5i Demonstrate leadership skills to promote advocacy efforts that include principles of social justice, diversity, equity, and inclusion.
4.2f Use diverse sources of evidence to inform practice.
4.2g Lead the translation of evidence into practice.
4.2h Address opportunities for innovation and changes in practice.
5.1j Use national safety resources to lead team-based change initiatives.
5.1o Advance quality improvement practices through dissemination of outcomes.
5.2i Design evidence-based interventions to mitigate risk.
5.3f Foster a just culture reflecting civility and respect.
5.3g Create a safe and transparent culture for reporting incidents.
6.1i Role model respect for diversity, equity, and inclusion in team-based communications.
6.1j Communicate nursing’s unique disciplinary knowledge to strengthen interprofessional partnerships.
6.3d Direct interprofessional activities and initiatives.
7.1g Analyze system-wide processes to optimize outcomes.
7.2l Evaluate health policies based on an ethical framework considering cost-effectiveness, health equity, and care outcomes.
7.3h Design system improvement strategies that address internal and external system processes and structures that perpetuate structural racism and other forms of discrimination in healthcare systems.
8.2f Generate information and knowledge from health information technology databases.
8.2g Evaluate the use of communication technology to improve consumer health information literacy.
8.2h Use standardized data to evaluate decision-making and outcomes across all systems levels.
8.3g Evaluate the use of information and communication technology to address needs, gaps, and inefficiencies in care.
8.3i Appraise the role of information and communication technologies in engaging the patient and supporting the nurse-patient relationship.
8.4e Assess best practices for the use of advanced information and communication technologies to support patient and team communications.
8.4f Employ electronic health, mobile health, and telehealth systems to enable quality, ethical, and efficient patient care.
8.4g Evaluate the impact of health information exchange, interoperability, and integration to support patient-centered care.
9.1i Model ethical behaviors in practice and leadership roles.
9.1j Suggest solutions when unethical behaviors are observed.
9.1k Assume accountability for working to resolve ethical dilemmas.
9.2h Foster opportunities for intentional presence in practice.
9.2i Identify innovative and evidence-based practices that promote person-centered care.
9.2j Advocate for practices that advance diversity, equity, and inclusion.
9.2k Model professional expectations for therapeutic relationships.
9.2l Facilitate communication that promotes a participatory approach.
9.3i Advocate for nursing’s professional responsibility for ensuring optimal care outcomes
9.3j Demonstrate leadership skills when participating in professional activities and/or organizations.
9.3l Foster a practice environment that promotes accountability for care outcomes.
9.3m Advocate for policies/practices that promote social justice and health equity.
9.3n Foster strategies that promote a culture of civility across a variety of settings.
9.4d Advocate for polices that enable nurses to practice to the full extent of their education.
9.4f Evaluate the effect of legal and regulatory policies on nursing practice and healthcare outcomes.
9.5g Evaluate practice environment to ensure that nursing core values are demonstrated.
9.5h Identify opportunities to lead with moral courage to influence team decision-making.
10.3j Provide leadership to advance the nursing profession.
10.3k Influence intentional change guided by leadership principles and theories.
10.3l Evaluate the outcomes of intentional change.
Posted: February 5, 2025
Submitted by:
Lisa Drews, EdD, MSN, RN, CNE, CNEcl, CNML, RN to BSN & MSN Leadership Chair, Wilmington University