The main purpose is this poster is to present an overview of workplace violence in the nursing field and also provide strategies and recommendations for nursing faculty to develop an evidence-based workplace violence nursing simulation in a university setting.
Nurses are at risk of encountering incidents of workplace violence in clinical settings (Baby, Swain, & Gale, 2016). The major forms of violence encountered by nurses in clinical settings are verbal and physical (Edward, Ousey, Warelow, & Lui, 2014). Nurses who are victims of workplace violence sometimes do not report those incidents because they feel that violence is part of their job (Magnavita & Heponiemi, 2014). Nursing students are also at risk of encountering incidents of aggression and violence in the workplace during their clinical training (Magnavita & Heponiemi, 2014). It is critical to identify and implement innovative methods to train nursing students to prevent and manage incidents of workplace violence. A nursing simulation focusing on management and prevention of workplace violence can provide an opportunity for nursing students to learn and employ evidence-based interventions to combat this unwanted phenomenon.
Nursing simulations with an emphasis on management and prevention of workplace violence should contain evidence-based content found in the literature. Heckemann, Zeller, Hahn, Dassen, Schols, and Halfens (2015) reviewed the effects of training programs on aggression management for nursing students and nurses working in hospital settings. Their reviewed showed that training programs implemented in nursing schools encompassed homogenous topics such as de-escalation techniques, theoretical models of aggression, triggers, causes, verbal and non-verbal communication skills (Hechemann et al., 2015).
Simulated scenarios employing a standardized patient (SP) provide the opportunity to enhance the nursing students’ learning experience (Alexander & Dearsley,2013). A nursing simulation with a SP behaving as an agitated patient can help simulate interactive and challenging scenarios in a controlled environment. Nursing simulations focusing primarily on preventing and managing workplace violence are limited. Evidence-based nursing simulation programs employing a SP have the potential to enhance the student’s knowledge and confidence dealing with mental health patients (Lyng, Cocoman, Ward, & McGrath, 2012; Goh, Selvarajan, Chng, M., Tan, C., & Yobas, 2016; Doolen, Giddings, Johnson, de Nathan, & Badia, 2014).
Learning the development of nursing simulations is essential for nursing faculty’s professional growth. Designing the scenario for a mental health nursing simulation requires a series of steps. The nursing simulation’s goal statement, content, objectives, and the SP’s psychosocial history, and family history must be clearly stated (Sideras, McKenzie, Noone, Markle, Frazier, & Sullivan, 2013). The scenario should address the learning concepts and the SP’s appropriate symptoms, body language, responses, dialogue, and interaction with the nursing student (Sideras et al., 2013).
Ethical considerations and university regulations should be addressed before implementing a nursing simulation. Researchers attempting to implement a nursing simulation in a university setting should consult with the IRB department of the chosen institution..
Nursing simulations can supplement the nursing content for nursing students. A nursing simulation focusing on management and prevention of workpace vioelnce has the potential to enhance the student's learning experience in a controlled setting. It can also improve their confidence preventing and managing incidents of workplace violence in their clinical settings.
A nursing simulation focusing on management and prevention of workplace violence can provide an opportunity for nursing students to learn and employ evidence-based interventions to combat this unwanted phenomenon. Learning the development of nursing simulations can assist nursing faculty create mental health nursing simulations in their university settings.