A method and system for trauma informed care training and feedback loop for obstetrics and gynecology nurses

Abstract

The application discloses a method and system for trauma-informed care training and feedback loop for gynecological nurses, aiming to land the core principles of trauma-informed care (safety, trust, choice, collaboration, empowerment and cultural sensitivity) in the form of trainable, assessable and traceable to high-frequency situations in gynecology. The method comprises: S1 collecting nurse portraits and pre-test results to form the baseline of post-scene exposure, knowledge mastery, communication style and emotional load; S2 generating a personalized training plan based on the rule base and module base, setting up a forced gap filling, scene weighting and interval retraining for short board dimensions; S3 providing gynecological scene scripts and dialogue training, recording nurse responses, key information elements, boundary confirmation and alternative speech usage; S4 quantitatively scoring and grading according to the preset scoring dimensions, and reducing accidental bias by consistency checking.

Description

Technical Field

[0001] This invention relates to the field of nursing education and training technology, and in particular to a method and system for trauma informed care training and feedback loop for obstetric and gynecological nurses, belonging to the interdisciplinary field of nursing training management, human-computer interaction, education evaluation and data governance technology. Background Technology

[0002] Obstetrics and gynecology nursing is characterized by high sensitivity and high pressure: the patients encompass various scenarios including pregnancy, childbirth, postpartum recovery, miscarriage / induced labor, and preparation for gynecological examinations and treatments. A significant portion of these nursing procedures are invasive, privacy-sensitive, or unpredictably urgent, such as internal examinations, catheterization, perineal care, postpartum hemorrhage management, and mother-infant separation. In these scenarios, patients may have a history of trauma (e.g., violence, sexual assault, miscarriage, major medical events, or family stress) or may experience new traumatic experiences during their medical care. Informed trauma care emphasizes identifying potential traumatic impacts when providing nursing services, prioritizing the establishment of a sense of security and control, and reducing the risk of re-trauma through full disclosure and respect for boundaries.

[0003] However, obstetric and gynecological nurses face multiple pressures in their work, including tight schedules, a large volume of information, complex scenarios, and significant emotional fluctuations. Even nurses with excellent professional skills may use commanding, urging, or shameful language in busy or emergency situations. For example, they may ignore whether the patient consents, fail to explain the purpose and steps of sensitive procedures, or fail to provide pause or alternative options, thereby undermining the patient's sense of security. If the patient has experienced trauma, these communication methods are more likely to trigger a strong stress response, affecting cooperation and the nursing experience.

[0004] Existing obstetrics and gynecology nurse training usually includes system dissemination, skills operation, emergency procedures and routine communication etiquette, but there are three common deficiencies in the dimension of "informed trauma": (1) Fragmented training content. Some units only introduce concepts through lectures, short videos or one-time special learning, lacking training scripts corresponding to specific obstetrics and gynecology situations, making it difficult for nurses to quickly transfer in real scenarios; different instructors have inconsistent standards for "what is qualified communication", making it difficult for trainees to form a stable behavioral template. (2) Unquantifiable assessment indicators. Traditional assessments focus on theoretical questions or skills scoring. When faced with questions such as "whether communication causes re-trauma", "whether informed consent is sufficient", and "whether the patient has the right to choose", subjective evaluation is often the main approach, lacking structured dimensions, observation points and traceable evidence, making it difficult to make horizontal comparisons and retraining positioning. (3) Lack of feedback loop. Most training ends after one lecture or one assessment, lacking retraining recommendations based on individual weaknesses, interval retesting and maintenance assessment, resulting in the decay of learning effects over time and difficulty in forming continuous improvement.

[0005] Meanwhile, obstetrics and gynecology nursing training also faces practical constraints: First, the fast pace of clinical work makes it difficult for nurses to take extended leave from their posts for intensive training; second, limited teaching resources prevent instructors from providing frequent, individualized feedback to a large number of trainees; and third, training data involves privacy and sensitive evaluation information, necessitating access control, anonymization, and auditing to prevent misuse or leakage of evaluation data. To achieve a balance of "usability, measurability, and manageability," a technological solution is urgently needed that combines typical obstetrics and gynecology scenarios with the principle of informed consent regarding trauma, and provides personalized training pathways, quantitative scoring, and a feedback and retraining loop. This solution aims to improve the quality of nursing communication, enhance patient safety, and reduce the risk of re-trauma without altering clinical treatment decisions. Summary of the Invention

[0006] I. Purpose of the Invention The purpose of this invention is to provide a method and system for a closed-loop training, assessment, and feedback mechanism for trauma informed care for obstetric and gynecological nurses. This system enables the following in training scenarios: ① personalized plan generation based on nurse profiles; ② obstetric and gynecological contextualized training and recording of dialogue evidence; ③ multi-dimensional quantitative scoring and grading; ④ automated feedback reports and retraining recommendations; and ⑤ periodic tracking evaluation and improvement documentation, thereby forming a closed-loop training management mechanism.

[0007] II. Terminology and Data Structures (for ease of implementation, review, and understanding) 1) Nurse profile: refers to a structured set of information consisting of job type, years of service, main exposure scenarios (such as internal examination in the delivery room, preparation for pelvic examination in the outpatient department, postpartum perineal care, etc.), past training experience and stress self-assessment.

[0008] 2) Scenario script: refers to a training unit arranged around a specific obstetrics and gynecology nursing scenario, which includes trigger point cues, nursing goals, operation instructions, optional responses, risk warnings and a list of standard elements.

[0009] 3) Scoring Dimensions and Observation Points: The scoring dimensions are major ability categories, and the observation points are verifiable behavioral elements. The system saves each training session as a "training record," which includes at least: scene number, student response, element coverage marker, dimension score, rating result, and timestamp.

[0010] III. Technical Solution

[0011] (I) Method and Flow like Figure 2 As shown, the method includes at least the following steps: S1: Establish nurse profiles and conduct pre-tests: Collect nurse job information (outpatient / delivery room / ward / surgical preparation area), years of experience, main contact scenarios, and previous training experience; simultaneously conduct pre-tests, which consist of knowledge quizzes, situational judgment questions, and self-assessment of communication styles, outputting baseline competency distributions. In the pre-test, the system prioritizes assessing key points such as "whether informed consent elements are complete," "whether choices can be provided," and "whether trigger clues can be identified."

[0012] S2 generates personalized training plans: The system selects theoretical modules, skill modules, and scenario modules from the module library, and generates the learning sequence, number of training sessions, and retraining cycle based on the rule base. The module library includes at least: Category A: Principles Module (Six Principles of Informed Trauma and Key Points for Adaptation in Obstetrics and Gynecology), Category B: Communication Template Module (Information-Confirmation-Choice Sentences, Shame-Free Expression Replacement), Category C: Emotional Stability Support Module (Grounding, Allowing Silence, Rhythm Control), and Category D: Scenario Module (Specific Scripts).

[0013] The rule base must contain at least: (1) Shortcomings must be filled: If the score of a certain dimension is lower than the threshold, the corresponding module of that dimension must complete no less than N training sessions and cannot be skipped; (2) Scene exposure weighting rule: The training weight of scenes that nurses frequently encounter in their actual positions is increased and given priority in ranking; (3) Key element missing rule: If a key information element is missing during training (e.g., it is not explained that it can be paused, or it is not confirmed that understanding is required), then a micro-exercise will be forcibly inserted to rewrite the training. (4) Interval retraining rule: For dimensions that "require intensive retraining", short interval repetition (e.g., retraining within 48 hours) should be used, and maintenance should be tested again at longer intervals (e.g., 7 days or 14 days); (5) Consistency verification rule: When the difference in dimensional scores for consecutive training in the same scenario is too large, the instructor will be prompted to review the results to avoid accidental performance affecting the grade assessment.

[0014] S3 Contextualized Training and Recording: The system provides obstetrics and gynecology scenario scripts, which consist of "trigger point cues—nursing goals—operation instructions—optional responses—risk warnings." Trainees can respond through multiple-choice questions, fill-in-the-blank exercises, free input, or voice transcription. The system provides structured labeling for training evidence, including at least: whether it covers the purpose, process, potential discomfort, privacy censorship, pause / rejection options, alternative choices, and confirmed understanding; whether boundary confirmation is completed; whether high-risk language (e.g., imperative, blaming, or stigmatizing words) is used; and whether collaborative and empowering expressions are provided.

[0015] S4 Quantitative Scoring and Grading: The scoring module quantifies the training process using a dimension-observation point structure. Each observation point is scored from 0 to 2 points or in three tiers. The dimension score is a summary of the observation point scores, and the "missing items" are indicated in the report. Grading rules are implemented using textual thresholds; for example, a dimension score ≥ a high threshold is graded as "proficient," between the thresholds as "usable," and below the low threshold as "requires intensive retraining." To reduce the randomness of single training sessions, the system can use the "median level of the most recent K training sessions" as a grading reference and retain the original score for each training session for retrospective analysis.

[0016] S5 generates feedback reports: The system generates individual reports based on the scoring results. These reports include at least: a dimension overview, a list of issues (corresponding observation points), alternative phrases and templates (for direct repetition), risk warnings (high-risk wording and their replacements), and debriefing suggestions (e.g., confirm boundaries before explaining the purpose). The system also generates departmental / class summary reports to help instructors identify common weaknesses; these reports only display statistical information and anonymize individual details.

[0017] S6 Recommended Retraining and Tracking Evaluation: The system recommends retraining tasks based on the dimensions of weaknesses and the assessment results. Retraining tasks include at least: retraining in the same scenario, transfer training in similar scenarios, and micro-exercise rewriting training. The system performs a retest after a preset period, compares the results with the baseline to generate descriptions of improvement and maintenance, and stores the retraining completion status and score changes.

[0018] (II) System Structure like Figure 1 As shown, the system includes at least: a terminal interaction layer (nurse's end and instructor's end), an information collection module, a training plan generation module, a scenario training module, a scoring and grading module, a feedback and retraining module, and a data storage and access control module. The training plan generation module includes a module library and a rule library; the scenario training module includes a scenario library and script management; and the data storage and access control module is used for anonymization, tiered authorization, and audit trail recording.

[0019] IV. Key Points for Privacy and Compliance Implementation (Controllable Training Data) The system provides tiered visibility for individual training records: trainees can see their own reports and improvement progress; instructors can see details within their authorized scope; and administrators can only see anonymized statistics. The system can mask key fields (such as patient names and phone numbers) in text or speech transcription results to prevent the display of real identity information; all access and export operations are logged for audit purposes, facilitating record-keeping by the school / hospital.

[0020] V. Beneficial Effects Compared with the prior art, the present invention has at least the following beneficial effects: (1) Context fit: The principle of informed consent for trauma is concretized into typical obstetric and gynecological scenarios, improving transferability and usability; (2) Quantifiable: Training and assessment are quantified by “dimension-observation point-evidence record”, reducing subjective bias; (3) Closed-loop management: Feedback and retraining tasks are automatically generated and retested at intervals, achieving continuous improvement; (4) Resource friendly: Scripted training and automatic scoring reduce the burden on instructors; (5) Compliance and controllability: The authority and audit mechanism protect the evaluation data, making it easy to submit for public disclosure and manage archives. Attached Figure Description

[0021] Figure 1 This is a schematic diagram of the system architecture, illustrating the relationships between the nurse's end, the instructor's end, the information collection module, the training plan generation module, the scenario training module, the scoring and grading module, the feedback and retraining module, and the data storage and access control module.

[0022] Figure 2 This is a flowchart illustrating the closed-loop process from establishing nurse profiles and pre-testing, generating personalized plans, scenario-based training and recording, quantitative scoring and grading, generating feedback reports, recommending retraining, and follow-up evaluation.

[0023] Figure 3 This section provides examples of scoring dimensions and output report elements, demonstrating the correspondence between scoring dimensions, observation points, and report output elements. Detailed Implementation

[0024] The present invention will be further described below with reference to the accompanying drawings and embodiments. It should be understood that the embodiments are used to explain the present invention and not to limit the scope of protection of the present invention.

[0025] Example 1: Closed-loop training for "internal examination communication" for nurses in the delivery room 1) Target and Configuration: Select nurses in the delivery room as trainees. The system has a pre-set "Internal Examination Communication in Labor" script from the scenario library. The script includes trigger clues: patient tension, avoidance of eye contact, sensitivity to touch; nursing goals: complete the necessary assessment and reduce tension; operation instructions: explain the purpose and steps of the internal examination; optional responses: provide choices, allow pause, ask if accompaniment is needed; risk warning: avoid rushing and blaming.

[0026] 2) Pre-test: The system administers knowledge tests and situational judgment questions to trainees. The pre-test results show that some trainees are weak in the dimensions of "providing choices" and "boundary confirmation", especially when they are busy, they tend to omit "confirming understanding" and "being able to pause at any time".

[0027] 3) Plan generation: The training plan generation module assigns “informed consent template training”, “boundary confirmation sentence training” and “internal inspection scenario dialogue training” to the above trainees according to the shortcoming supplementation rule. It also stipulates that each trainee must complete at least 3 training sessions in the same scenario and 2 training sessions in similar scenarios (such as catheterization communication). At the same time, it sets up retraining within 48 hours and retesting after 14 days.

[0028] 4) Training and Assessment: Trainees enter the scenario training on the nurse's end, and the system records their responses and marks key elements. If a trainee does not explicitly state "You can make me stop at any time," the "Building a Sense of Security" and "Quality of Informed Consent" observation points are marked as unsatisfactory. If a trainee uses "Don't be nervous, it will be over soon" without giving an option, the "Collaboration and Empowerment" observation point is marked as partially satisfied. The system prompts instructors to review and comment on trainees with significant fluctuations based on consistency checks.

[0029] 5) Feedback and Retraining: The system generates individual reports, lists the missing items, and provides alternative script templates: "I will first explain why we need to do this step, and you can ask me to stop at any time; if you would like, we can start now; what would you prefer me to do to make you more comfortable?" The retraining module pushes training and retesting according to the plan, forming a record of improvement and maintenance.

[0030] Example 2: Closed-loop training for gynecology outpatient nurses on "pre-pelvic examination information sharing and occlusion". 1) Target and Configuration: Select outpatient nurses as trainees and prepare a pre-written script for "Pre-examination Informed Consent and Privacy Protection for Pelvic Examination". The script includes triggering clues: patient anxiety, fear of shame, and questions about whether the examination is necessary; nursing goals: complete examination preparation and ensure respect and control; key elements: explain the purpose, process, possible discomfort, occlusion and privacy measures, alternative options, and confirmation of consent.

[0031] 2) Profile and Pre-test: The system collects nurses' years of experience and outpatient workload, and records their "stress level when facing emotional patients" through a self-assessment questionnaire. The pre-test showed that some nurses tend to use imperative language when busy, resulting in lower scores in "shameless expression" and "trust building".

[0032] 3) Plan generation: The system adds "shame-removing expression replacement training" and "choice sentence training" to the above trainees, and sets up micro-exercises on the same day: giving high-risk wording and requiring rewriting it into trauma informed expression, in order to improve the ability of automatic expression in high-pressure scenarios.

[0033] 4) Training Method: Trainees complete script dialogue training and rewriting training. The system displays prompts at key points (e.g., "Should we explain the occlusion measures?") and scores the rewriting results according to element structure. Instructors conduct random checks and add excellent expressions to the case library for subsequent training guidance.

[0034] 5) Reporting and Tracking: The system generates reports, adding statistical items such as "frequency of high-risk wording" and "template usage rate," and pushes the migration scenario "communication when a patient refuses examination" one week later. Two weeks later, a retest is conducted to generate a phase summary for departmental training and record keeping.

[0035] Example 3: Schools submitting publicly available course-based training materials (for batch processing and archiving) In nursing school teaching, instructors use the instructor's terminal to create class tasks and distribute multiple obstetrics and gynecology scenario scripts, while students complete learning, training, and retesting on the nurse's terminal. The system allows students to download individual reports for assignment submission; the instructor's terminal only provides anonymized summaries and sampling review access to avoid inappropriate labeling of students. After the course, the system outputs three types of materials: "Class Weakness Distribution—Excellent Script Library—Retraining Suggestions," meeting the completeness requirements of teaching evaluation and patent publication text.

[0036] Example 4: "Group-based Scenario Training + Anonymous Process Assessment" in a School Setting 1) Organization Method: Nursing faculty members create classes and groups (e.g., Group A, Group B) on the instructor's platform, assigning roles and tasks to each student. The system selects several typical scripts from the obstetrics and gynecology scenario library, covering topics such as delivery room communication, outpatient privacy protection, and postpartum sensitive care. Faculty members set the teaching objectives as "complete informed consent elements, providing choices, avoiding stigmatizing expressions, and being able to identify triggering clues."

[0037] 2) Training Process: After completing the S1 pre-test on the nurse's end, students proceed to S3 training. Each script is broken down into multiple nodes (establishing a sense of security at the beginning, explaining the purpose and steps, confirming boundaries before execution, and restating and confirming understanding at the end). The system requires students to respond at each node and automatically marks whether key elements are covered. To prevent students from treating training as rote memorization, the system randomly switches detailed conditions under the same topic (such as the patient's level of anxiety, whether someone is accompanying the patient, whether a refusal is made, etc.), encouraging students to express themselves flexibly within the principle framework.

[0038] 3) Evaluation and Review: The system generates individual reports for students, which they can download for course assignments. The teacher's side only displays anonymized summaries by default (e.g., class average score, percentage of missing items, and a top list of common high-risk phrases) to avoid inappropriate labeling of students. Teachers can conduct demonstration reviews of the "three observation points with the most missing items" in class and include excellent expressions in the case library for use in the next round of training.

[0039] 4) Retraining and Retesting: The system automatically pushes retraining packages at course intervals (e.g., one week), which include transfer scripts on the same topic and micro-exercises for rewriting. The final retest uses questions of the same dimension as the previous test but with different scenarios to verify the learning transfer effect and outputs "improved description + points that still need improvement" to meet the requirements of teaching archives and the reproducibility of patent publication texts.

[0040] Example 5: Closed-Loop "OSCE (On-Site Communication Assessment)" in Hospital Continuing Education 1) Site Setup: The department establishes several assessment sites on the instructor's end, each site corresponding to a sensitive obstetric and gynecological scenario, such as "Information and Covering Before Postpartum Perineal Care," "Information and Emotional Support Regarding Mother-Infant Separation," and "Concise Information Before an Emergency." Each site is equipped with a standard element list and scoring observation points. Examiners only need to select the observation points on the instructor's end to complete the review and scoring.

[0041] 2) Assessment Implementation: Trained nurses complete the station dialogue within a specified time. The nurses record their responses via text or voice on their end. The system generates element coverage prompts in real time but does not display the scoring results to the candidates to minimize the impact of immediate feedback on the fairness of the assessment. After the assessment, the scoring module combines the automatic score with the examiner's selected results. If the difference between the two exceeds a threshold, it is marked as "requires review," and the examiner is prompted to review the corresponding evidence fragments (e.g., the location of key sentences).

[0042] 3) Results Application: The system outputs individual site performance reports, including gaps and suggested scripts for each site; it also outputs the distribution of shortcomings at the departmental level, allowing continuing education leaders to formulate the focus of the next training session. For the dimension of "repeated gaps", the system automatically generates a retraining route (first rewriting micro-exercises, then retraining at the same site, and finally migrating to a nearby site), and sets intervals for retesting to verify retention.

[0043] Example 6: Peer evaluation + instructor spot checks for students from different institutions / multiple batches 1) Multi-batch management: The instructor's end supports creating task packages in batches. Each task package consists of multiple scripts on the same topic (e.g., "Privacy and Boundaries", "Informed Consent", "Support for Loss and Grief"). After each trainee completes the training, the system extracts several segments from their training records and puts them into a peer review pool. The segments are then de-identified, retaining only the situation description and response text.

[0044] 2) Peer review: Peer review uses a structured checkbox method. Evaluators can only check the observation points and write one suggestion. The system counts the consistency of peer reviews. When the consistency of peer reviews is lower than the threshold, the system automatically pushes the segment to the instructor for random inspection; when the consistency of peer reviews is high, the system writes it into the report as supporting evidence, which increases the training frequency and reduces the workload of instructors.

[0045] 3) Quality control: To prevent arbitrary peer review, the system sets up peer review calibration questions: Several "standard answer fragments" are inserted in each round of peer review, and the deviation of the evaluator from the standard is calculated. Those with excessive deviation will be required to complete calibration learning before they can continue peer review.

[0046] 4) Closed-loop output: The system finally outputs textual indicators such as "personal improvement curve + trend of reduced high-risk wording + increased template usage rate", and provides suggestions for the next stage of retraining, so as to achieve sustainable improvement across batches and scenarios.

Claims

1. A method for trauma informed care training and feedback loop for obstetric and gynecological nurses, characterized in that, include: Collect nurse profiles and pre-test results to establish baseline ability distributions; Personalized training plans are generated based on rule bases and module bases, and mandatory remediation of weaknesses is set; obstetrics and gynecology scenario scripts are provided for dialogue training and training evidence is recorded; The training process is quantitatively scored and graded according to preset scoring dimensions; a feedback report containing problem points and alternative dialogue templates is generated; retraining tasks are pushed based on the grading results and retesting is performed in a preset cycle, thus forming a closed loop.

2. The method for trauma informed care training and feedback loop for obstetric and gynecological nurses according to claim 1, characterized in that, The nurse profile includes at least job type, years of service, main contact scenarios, past training experience, and stress self-assessment. The pre-test includes at least a knowledge test, situational judgment questions, and a communication style self-assessment.

3. The method for trauma informed care training and feedback loop for obstetric and gynecological nurses according to claim 1, characterized in that, The generation of the personalized training plan meets the rule of mandatory gap filling: when any scoring dimension is lower than the preset threshold, the corresponding module must complete no less than the preset number of training sessions and is not allowed to skip them.

4. The method for trauma informed care training and feedback loop for obstetric and gynecological nurses according to claim 1, characterized in that, The scenario script includes at least trigger point clues, nursing goals, operating instructions, optional responses, and risk warnings, and the training evidence includes at least response text, coverage of key informational elements, boundary confirmation, and provision of options.

5. A method for trauma informed care training and feedback loop for obstetric and gynecological nurses according to claim 1, characterized in that, The scoring dimensions include at least the establishment of a sense of security, the quality of informed consent, shameless expression, trigger point identification, collaboration and empowerment, and emotional stability support; each dimension consists of multiple observation points, which are scored using a three-level or 0-2 point system.

6. The method for trauma informed care training and feedback loop for obstetric and gynecological nurses according to claim 1, characterized in that, The quantitative scoring also includes consistency verification: when the difference in dimensional scores for the same scene during continuous training exceeds a threshold, it triggers instructor review or additional training.

7. A method for trauma informed care training and feedback loop for obstetric and gynecological nurses according to claim 1, characterized in that, The feedback report shall at least output a list of missing items, alternative script templates, prohibited words reminders, and debriefing suggestions, and the retraining tasks shall at least include retraining in the same scenario, transfer training in similar scenarios, and micro-exercise rewriting training.

8. A closed-loop system for trauma informed care training and feedback for obstetric and gynecological nurses, characterized in that, include: The system includes a terminal interaction layer, an information collection module, a training plan generation module, a scenario training module, a scoring and grading module, a feedback and retraining module, and a data storage and permission module. The training plan generation module contains a module library and a rule library. The rule library is used to configure rules for addressing weaknesses, scenario weighting, retraining intervals, and threshold grading.

9. A closed-loop system for trauma informed care training and feedback for obstetric and gynecological nurses according to claim 8, characterized in that, The data storage and access control module is used to anonymize training data, grant tiered access permissions, and record audit data, and to anonymize class / department summary reports individually.

10. A closed-loop system for trauma informed care training and feedback for obstetric and gynecological nurses according to claim 8, characterized in that, The instructor's terminal has script management and sampling review functions, which can write excellent response examples after review into the case library and use them for subsequent training prompts.

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