Master of Public Health
First Committee Member
Second Committee Member
Third Committee Member
The project has analyzed the recent changes to the trauma-informed care (TIC) curriculum evaluation instrument by assessing the changes in Cronbach’s Alpha scores and effect significance. Data was collected from pre-training and post-training surveys completed at the time of delivery of the TIC curriculum training. Participants included hospital staff and medical or nursing students at Nebraska Medicine, University of Nebraska Medicine Center, and Health Creighton University Medical Center. The three research questions are (1) Did the item edits change item subgroupings? (2) Did the item edits increase instrument reliability? (3) Did the item edits impact statistical significance? 3 subscales, working with trauma, confidence, and knowledge, were identified in factor analysis. The Cronbach alpha scores were 0.783, 0.843, and 0.701, respectively. These scores indicate acceptable internal reliability among subscale items and are an improvement from the reliability estimates of the previous instrument. A paired sample t-test was used to analyze significant differences between the pre and post-surveys. Participants reported feeling more confident understanding, recognizing, and treating patients with trauma (p<0.001). Participants also reported having a better understanding of trauma-informed care (TIC), the Adverse Childhood Experiences (ACEs) study, and the long-term neurobiological impact of trauma (p<0.001).
Raposo-Hadley, Ashley A., "Improving Internal Reliability of a Trauma-Informed Care Program Evaluation Instrument" (2019). Capstone Experience. 89.