TraumaCon 2022

1. ATCN Committee
2. Engagement Committee
3. GAPP Committee
4. Injury Prevention SIG
5. International Council
6. TOPIC Committee

1. Advanced Practice SIG
2. Clinical Committee
3. Leadership Committee
4. Pediatric SIG
5. Research Committee

Exceptional research study ideas go unfunded and more are poorly executed because aspiring researchers lack fundamental information that they need to succeed at each step of the research process. In this course participants will learn to describe and utilize the key elements to engage in evidence-based practice, quality improvement, and research.

No matter how spectacular the results, a study is not finished until published. Bad writing is easy. Good writing is hard. This session aims to help participants prepare manuscripts with a high probability of acceptance for publication and being completely understood by the reader.

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This presentation is designed to provide trauma center leaders with the foundational knowledge to assess the effective use of trauma specific coding and billing to maximize trauma center reimbursement. The expense of maintaining a trauma center is substantial. Yet properly managed, trauma centers at any level can be profitable. Whether designated Level I, II, III, IV or V, the trauma center can be very important to the financial viability and stability of the hospital.

Learning Objectives:

• Understand the trauma coding and billing process
• Describe trauma-specific revenue codes
• Implement ideas to strengthen trauma financial monitoring

Learning Objectives:

1. Network with your colleagues and vendor partners
2. Appetizers and Cash Bar
3. Visit the Exhibits
4. Play Exhibit Hall Game

Join us to toast the 25th anniversary of the STN Annual Conference! The STN Past Presidents will share their memories and experiences along with a few surprises!

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The impacts of trauma survivorship are vast, extending into every facet of life. Minna Hong will present her personal story of how she reclaimed her life following a catastrophic injury. She will draw on her personal experiences to discuss the importance of clinicians’ interpersonal interactions with their patients using soft skills, encouraging resilience, and maintaining self-care practices while offering real world solutions.

Minna uses her artistic talent to create ceramic tokens from leftover potter’s clay to spread a special message of connectivity.

The Red Cross is experiencing the worst blood shortage in over a decade. On Thursday, March 31, STN is partnering with the American Red Cross to host a blood drive at TraumaCon 2022. We encourage you to register in advance at a time that will work for you.

Injured patients are at high-risk for clinical decline. Trauma nurses play the essential role in early recognition of often-subtle warning signs to reduce the poor outcomes associated with failure to rescue and unplanned ICU admissions in injured patients. Using an interactive case study approach, the presentation provides a foundational review of the major reasons for, early warning signs of and specific strategies to reduce the incidence of failure to rescue in the trauma population.

Learning Objectives:

1. Discuss risk factors for failure to rescue and unplanned ICU admissions in the injured patient
2. Identify ten major early warning signs suggesting clinical decline in the injured patient
3. Describe essential strategies to use in practice to prevent failure to rescue of the injured patient

Trauma Registry has evolved from simple spreadsheets to complex, integrated software systems. Registry data abstraction and submission requires a high-level unique skill set, which the Trauma Program Manager (TPM) and other data users may lack. Utilization is enhanced by understanding the trauma registry elements and processes. This discussion will help guide you through the formidable task of learning the basics of trauma registry so that effective data utilization and supervision can occur.

Learning Objectives:

1. Define critical terms relating to trauma registry; including mapping, submission, concurrent collection, data dictionaries and data validation
2. Utilize a SWOT analysis to assess individual trauma center registry functioning
3. Identify key resources vital to enhance trauma registry performance

EBP indicates that repair of isolated hip fractures should be done within 24 hours from the time of arrival to the ED. The evidence indicates improved overall patient outcomes compared to those where operative intervention was delayed. A multi-disciplinary team was formed aimed toward reviewing processes, removing barriers, analyzing data, and case reviews. The team identified multiple best practices and moved the needle for “to the OR in <24 hours” from 45.8% in 2018 to 91.3% in 2021.

Learning Objectives:

1. Discuss a multi-disciplinary approach to performance improvement for hip fracture management
2. Review applicable metrics and barriers to achieving intended goals
3. Share best practices in overcoming obstacles seemingly easy to remove

This session will present a dedicated Level II Pediatric Hospital’s experience implementing Pediatric non-accidental trauma guidelines and provide systematic and detailed discussion of evidence behind the decision algorithm. Case studies will be presented, and recent literature including the American College of Surgeons TQIP Guidelines for recognition of Child Abuse, Elder Abuse and Intimate Partner Violence, with emphasis on pediatric injuries, will be reviewed.

Learning Objectives:

1. Participants will be able to identify injury patterns concerning for Pediatric non-accidental trauma
2. Participants will be able to explain the work-up required for Pediatric patients with injuries concerning for non-accidental trauma
3. Participants will be able to identify resources within their facility for collaboration and management of patients with non-accidental trauma

Through current, evidence-based information, the trauma professional will discover proper acute care of the burn patient. Case studies will be delivered with vivid photographs and interactive slides, to highlight the role of the HCP in the initial management of a burn patient: discussion of fluid resuscitation, intubation decisions, inhalation injuries, determining burn size, and treatment interventions. Acute burn care determines both short and long-term outcomes, including survivability.

Learning Objectives:

1. Identify the immediate priorities of the initial stabilization following thermal injury
2. Describe the different mechanisms of thermal injuries
3. Explore current burn treatment modalities including the wound healing process

Development of Practice Management Guidelines (PMGs) utilizing GRADE methodology can be challenging for those with little or no prior experience. This session will review the key aspects of developing a PMG using GRADE, provide avenues for involvement in PMG Development for anyone interested, and demonstrate recently published PMGs and how they can be applied in daily practice.

Learning Objectives:

1. Provide an overview & the steps of GRADE methodology
2. Discuss recent PMGs & how these can be incorporated into daily practice
3. Describe how evidenced-based medicine adds value to health systems.
4. Discuss barriers to standardization and implementation

This presentation will discuss ways in which trauma professionals can have a better understanding for improved infrastructure, redesign, and traffic flow behaviors needed to improve community safety regarding pedestrian and cyclists.

Learning Objectives:

1. Participants will gain knowledge of the magnitude of the problem of Motor Vehicle vs. Pedestrian/Cyclist Collisions
2. Participants will gain knowledge of the comprehensive strategies available to reduce the opportunity that motor vehicles will strike pedestrians or cyclists

Amputations account for a small but devastating amount of traumatic injuries. They can occur as primary or secondary events, at the initial scene or months after the injury. Trauma nurses should understand the various types of amputations, whether it be traumatic, iatrogenic or from a complication. Case studies will be utilized to demonstrate the role nursing plays in preventing amputations and complications. Prevention programs for traumatic and iatrogenic injuries will be discussed.

Learning Objectives:

1. Differentiate between the different types of amputations and the pros and cons of each one.
2. Discuss various patient populations that are prone to primary and secondary amputations.
3. Describe the pathophysiology that occurs during the various types of amputations.
4. Identify key nursing and physician assessments and interventions that can prevent secondary amputations from occurring.
5. Discuss injury prevention programs to prevent primary amputations

The goal of this session is to help busy programs identify key criteria for early recognition of injured elderly patients rapidly. The elderly population continues to grow and they also have very active lifestyles. Identifying those that are at risk of having a serious injury is key in getting them back on the road to recovery. Developing criteria is challenging. One center will walk you though their journey on developing their Delta guideline, the setbacks and their favorable outcomes.

Geriatric trauma has become more and more of a concern nationally and globally. Trauma programs need to have the ability to identify elderly patients who are at risk for injury after a trauma. A northeast level 1 Trauma Center will discuss their journey on developing criteria to identify critical diagnoses in elderly patients. Discussions will be on the development process, over and under triage, patient throughput and the outcomes of developing a geriatric criteria.

Patients arrive to a whole new world when they experience trauma. Unlike many medical experiences, it is completely unexpected and mostly out of their control. For patients with complex polytrauma, the uncertainty of what to expect in treatment and care is a source of anxiety, which can hinder progress. As clinicians, how can we partner with our patients effectively? Can we build trust when plans change quickly? How do we structure our practice to consistently hold space for patients' concerns?

Learning Objectives:

1. Describe challenges of patient emotional response management in complex polytrauma
2. Develop strategies to recognize points of entry into shared understanding and decision-making
3. Examine own practice and uncover possible barriers to addressing complex polytrauma patient needs
4. Synthesize new understanding of trauma patient issues
5. Integrate into practice perspective in preparation for application to clinical scenarios

Strangulation is a frequently-utilized method used in traumatic assault. However, treatment of this injury is often minimized or overlooked during the medical screening exam. This is often due to lack of education and awareness of how this injury can quickly, and quietly, become fatal. This presentation will educate on strangulation, the prevalence of this act in domestic/sexual assault patients, how to medically screen and treat these patient, along with substantial long-lasting impacts.

Learning Objectives:

1. Define strangulation and the sub-categories of the act
2. List signs and symptoms of strangulation, both short-term and long-term
3. Describe treatment and care options for victims of strangulation

Malnutrition and delayed tube feed initiation are contributing factors to the mortality of trauma patients; yet, procedures to deliver adequate nutrition to critically ill patients are not commonly utilized. The speaker will present Safe Start, an early enteral nutrition initiative which provides trauma patients with an easily tolerated, high-protein, fiber free option. This standardized order will prove to significantly decrease the timing to tube feed initiation.

Learning Objectives:

1. Investigate the prevalence of delayed tube feed initiation and malnutrition as a contributing factor to trauma patient’s mortality and hospital length of stay
2. Explore the importance of early enteral nutrition for critically ill patients.
3. Learn how to create a standardized protocol to provide early enteral nutrition to critically ill patients

This presentation will discuss what vicarious trauma is and contributing factors, along with the signs and symptoms a healthcare provider can experience. Resiliency tools that can combat effects of vicarious trauma will also be examined.

Learning Objectives:

1. Learners will be able to identify vicarious trauma contributing factors, along with common signs and symptoms
2. Learners will be able to describe approaches to build resiliency

1. An ED to PICU Transfer of Care Process to Ensure Safe Starts in PICU (Maia Routly, MA, BSN, RN, CPN, EBP-C)
2. Improving Trauma Triage Accuracy: Evaluating Focal Neurologic Deficits as a Predictor for Spine Injury (Kate Dellonte, MBA, BSN, RN)
3. The Effects of a Therapeutic Music Program on Work Related Stress in Intensive Care Unit Nurses: (Lakia White, MSN)

1. Creation of a Trauma-Informed Care Training Program for Healthcare Providers and Advocates at a Level 1 Trauma Hospital (Melissa Wholeben, PhD, RN, CNE, TCRN)
2. Outcomes Associated with Using the ISAR Score to Determine Geriatric Evaluations of Trauma Patients with Hip Fractures (Taylor Long, DNP, AGCNS-BC
3. Yes We Can! Trauma Nurses Knowledge and Perceived Impact on Health-Related Quality of Life (Lily Silverstein, BSN, RN)

An Army Combat Support Hospital in Iraq for a year is compared to a Level 1 Trauma Center in the northeast. Both are the highest level of care available within a defined trauma system. The structure and capabilities are described including unique challenges of providing state of the art trauma care in austere conditions with limited resources. Trauma Registries from both were used to describe mechanisms of injury, patient volume, capabilities, procedures performed and dispositions/evacuations.

Learning Objectives:

• Understand the similarities and differences between a Combat Support Hospital and Level 1 Trauma Center
• Appreciate the challenges and expectations of providing world class trauma care in a war zone
• Apply the lessons learned in the military and how they transfer to civilian trauma care

Participants will achieve a better understanding of how injuries occur during motor vehicle crashes, as well as how to treat those injuries.

To prevent re-traumatization, health care providers need to be aware of the impact of cumulative psychological trauma. This study sponsored by the Society of Trauma Nurses grant assessed changes in 429 healthcare provider’s attitudes related to trauma-informed care using the ARCTIC Scale following a 1.5-hour training. The results from the pre-training (M = 5.35, SD =.62) and post-training (M = 5.67, SD = .74) scores on the ARCTIC were significantly increased, t(42-12.6) = -126, p = .0001.

Learning Objectives:

1. At the end of the presentation, participants will be able to define Trauma-Informed Care principles in Trauma Care
2. At the end of the presentation, participants will be able to discuss the ARTIC scale and how utilization can determine attitudes towards Trauma-Informed Care practices
3. At the end of the presentation, participants will be able to identify key components of Trauma-Informed Care Training for healthcare providers and advocates

As the country moves to a new normal related to clinical practice and personal existence, nursing is still reeling from the daily intense demands and scrutiny they have faced over the last two years. It is no wonder there is a change in the workforce and some might even say many are exiting from the profession as they need a break from the pressures and fears that have not only physically drained them but in many cases emotionally paralzyed them. In this course, participants will be able to list the qualities and characteristics of leadership skills that each nurse possess and needs to utilize for professional existence, growth and development.

Participants will describe the signs of second victim syndrome in themselves and their colleagues, and incorporate mitigation and coping strategies into their daily practice.

Attendees of various disciplines who provide care/support to trauma patients recognize the role a facility dog plays in providing support/aid to a trauma patient’s recovery as well as building resilience among staff thus reducing burnout.

TOPIC focuses on skill development for trauma program staff who are involved in the ongoing evaluation of trauma care across the continuum. It offers concrete strategies for the monitoring of trauma care, loop closure, and patient outcomes. The course provides practical lessons for all levels of trauma centers, from entry level to those who have achieved a mature phase of program development. It consists of 12 modules in PI and outcomes assessment, and includes over 50 case study examples, sample documents, and templates. TOPIC can now be co-taught by both nurse and physician faculty.

There is a separate registration fee to attend this course.

The Pediatric Trauma Across the Care Continuum (PTACC) course provides education to nurses who care for admitted pediatric trauma patients. The content was designed to close the identified educational gap for this group. The course delivered at Trauma Con is a part of the inaugural dissemination for PTACC. We are working on criteria for instructors and hope to identify at this inaugural course some potential faculty from state or ACS designated pediatric trauma centers or other facilities that regularly admit injured children. Additional details will be provided at Trauma Con. All registrants need to know instructor status will not be granted simply by taking this course. Thank you so much for your interest in this program and we are very excited to share it with you.

There is a separate registration fee to attend this course.

This course will feature expert speakers covering topics specific to the body of knowledge in trauma nursing across the continuum of care, from injury prevention through reintegration to home.

Please note: Participation in the STN TCRN Preparation Course is not mandatory, and will not impact your eligibility to sit for the national certification examinations offered by BCEN®. Disclaimer: Persons participating in the STN TCRN Preparation Course to help prepare for an examination offered by BCEN® acknowledge that there is no guarantee stated or implied that participation will assure passage of an examination. STN makes no warranties about the content of the STN TCRN Preparation Course.

There is a separate registration fee to attend this course.