Background: According to the Centers for Disease Control and Prevention (2021), adverse childhood experiences (ACEs) may include childhood violence, abuse, or neglect; observing violence at home or in the community; having a family member who commits suicide or attempts suicide; substance use in the home; mental health diagnoses in the home; or a lack of stability due to parents being separated or incarcerated. In adulthood, patients who experienced ACEs may be diagnosed with chronic health issues, mental illness, substance abuse, and they may have fewer educational and career opportunities (CDC, 2021). Positive childhood experiences (PCEs) promote resiliency and are associated with improved mental and physical health outcomes, even among patients who experienced ACEs (Bethell et al., 2019). However, despite decades of research, there is often a lack of content on ACEs in nursing education, so many healthcare professionals are not aware of the impact of ACEs on health outcomes (Gill et al., 2019; Olsen & Warring, 2018; Onigu-Otite & Idicula, 2020; Pletcher et al., 2019). It is important that nursing programs include subject content on adverse childhood experiences in their curricula in order to better prepare nurses to care for patients who may have experienced ACEs (Girouard & Bailey, 2017).
Purpose: The purpose of this project was to determine the knowledge and perceptions of ACEs and PCEs among prelicensure nursing students.
Methods: Prelicensure nursing students at a public, rural university in the Southeastern United States completed an online, anonymous pre-survey during week two of a traditional 15-week semester. Course content included a live lecture on the topic of ACEs and PCEs by one of the study authors. The nursing students completed an online, anonymous post-survey at the end of the semester.
Results: pending (expected by end 2021).
Conclusion: It is important to educate nursing students about ACEs so that they are more equipped to care for patients. Additional conclusions pending data analysis.
Tracy P. George, DNP, APRN-BC, CNE (Francis Marion University) Tracy George is an Associate Professor of Nursing and the Coordinator of the Bachelor of General Studies Program at Francis Marion University. Since 2012, Tracy has taught undergraduate and graduate nursing courses at Francis Marion University. She has presented statewide and nationally on nursing and nursing education topics.
Sarah Kershner, PhD (Francis Marion University) Sarah Kershner joined Francis Marion University in Spring 2017 as an Assistant Professor of Public Health and Chair of the Healthcare Administration Department. Sarah received a Bachelor of Science degree in Health Science from Clemson University, Master of Public Health degree from the University of South Carolina, and Doctorate of Philosophy degree in Health Promotion, Education and Behavior from the University of South Carolina, Arnold School of Public Health. Sarah’s interest areas include reproductive health/sexual health, contraceptive technologies, sexually transmitted infections, and adolescent risky behaviors.
Julia M. (Marty) Hucks, MN , APRN-BC, CNE (Francis Marion University) Marty Hucks is an Assistant Professor of Nursing at Francis Marion University and a Family Nurse Practitioner at HopeHealth, a Federally Qualified Healthcare Center. She is a certified parish nurse and holds an interest in narrative medicine.
Claire DeCristofaro, MD (Medical University of SC) is a family physician and teaches in the graduate nursing programs at the Medical University of SC (Charleston, SC) and Oak Point University (Chicago, IL). She is also Professor Emeritus at University of Arizona Global Campus, has published and presented nationally and internationally on clinical topics as well as the scholarship of teaching and learning, and serves as a federal grant reviewer for SAMHSA.