Implementation of Education Regarding Trafficking among Healthcare Staff and Community Organizations
Presenter(s)
Kate Arndorfer and Anna Peterson
Abstract
Background: Over the past two decades, human trafficking has received increasing media attention and public awareness efforts. Despite this, significant gaps remain in the knowledge and preparedness of healthcare professionals, specifically nursing staff, to identify and respond to trafficking victims. Human trafficking includes the exploitation of individuals through the use of force, fraud, or coercion for labor or sexual acts. Survivors often experience acute injuries, chronic illness, psychological trauma, and long-term health complications. Healthcare settings, particularly emergency departments, may be one of the few opportunities for victims to have contact with professionals outside of trafficking situations. However, there is a lack of standardized protocols in hospitals within the United States and formal education programs to help guide healthcare providers in identifying and supporting victims of trafficking. Problem: Survivors of trafficking have the same healthcare needs as the rest of the population. They are also prone to injury, illness, and long-term health issues. However, when health care is received, they often are not identified as current or previous survivors. Nursing staff do not have formalized training on recognizing cues or indicators of these individuals in clinical settings, making healthcare more difficult to navigate safely. Providing appropriate education to nursing staff can individualize care, identify survivors, and provide appropriate resources if they are accepted and ready to seek help. Methods: This project presented a comprehensive review of literature to current Winona State Nursing Students. This review included definitions, identifiers, limitations to identification, risk factors, and potential interventions. Quantitative data was collected via pre and post-test surveys. This data was further analyzed to determine the efficacy of the educational session. Outcomes: The project evaluated whether the education presentation improves the knowledge that nursing students have regarding human trafficking, identification of victims, and appropriate response strategies during these situations. Findings will be presented in a research poster that includes the analysis of pre- and post-test results. Conclusion: This project highlights the importance of structured education for healthcare professionals on recognition and response to human trafficking. There is an educational gap surrounding trafficking awareness in healthcare. Increasing awareness and knowledge among nursing students and future healthcare professionals may strengthen early identification of victims and improve access to appropriate care and resources for this population.
College
College of Nursing & Health Sciences
Department
Nursing
Campus
Winona
First Advisor/Mentor
Autumn Cole
Second Advisor/Mentor
Samantha Brown
Location
Kryzsko Great River Ballroom, Winona, Minnesota; United States
Start Date
4-23-2026 10:00 AM
End Date
4-23-2026 11:00 AM
Presentation Type
Poster Session
Format of Presentation or Performance
In-Person
Session
1b=10am-11am
Poster Number
2
Implementation of Education Regarding Trafficking among Healthcare Staff and Community Organizations
Kryzsko Great River Ballroom, Winona, Minnesota; United States
Background: Over the past two decades, human trafficking has received increasing media attention and public awareness efforts. Despite this, significant gaps remain in the knowledge and preparedness of healthcare professionals, specifically nursing staff, to identify and respond to trafficking victims. Human trafficking includes the exploitation of individuals through the use of force, fraud, or coercion for labor or sexual acts. Survivors often experience acute injuries, chronic illness, psychological trauma, and long-term health complications. Healthcare settings, particularly emergency departments, may be one of the few opportunities for victims to have contact with professionals outside of trafficking situations. However, there is a lack of standardized protocols in hospitals within the United States and formal education programs to help guide healthcare providers in identifying and supporting victims of trafficking. Problem: Survivors of trafficking have the same healthcare needs as the rest of the population. They are also prone to injury, illness, and long-term health issues. However, when health care is received, they often are not identified as current or previous survivors. Nursing staff do not have formalized training on recognizing cues or indicators of these individuals in clinical settings, making healthcare more difficult to navigate safely. Providing appropriate education to nursing staff can individualize care, identify survivors, and provide appropriate resources if they are accepted and ready to seek help. Methods: This project presented a comprehensive review of literature to current Winona State Nursing Students. This review included definitions, identifiers, limitations to identification, risk factors, and potential interventions. Quantitative data was collected via pre and post-test surveys. This data was further analyzed to determine the efficacy of the educational session. Outcomes: The project evaluated whether the education presentation improves the knowledge that nursing students have regarding human trafficking, identification of victims, and appropriate response strategies during these situations. Findings will be presented in a research poster that includes the analysis of pre- and post-test results. Conclusion: This project highlights the importance of structured education for healthcare professionals on recognition and response to human trafficking. There is an educational gap surrounding trafficking awareness in healthcare. Increasing awareness and knowledge among nursing students and future healthcare professionals may strengthen early identification of victims and improve access to appropriate care and resources for this population.
Comments
Peterson, Anna M; Arndorfer, Kate E