Meghan Conrad, Nicole Harder, Els Duff, Dieter Schönwetter
{"title":"The Role of Virtual Simulation in De-Escalating a Patient Demonstrating Escalating Behavior.","authors":"Meghan Conrad, Nicole Harder, Els Duff, Dieter Schönwetter","doi":"10.3928/01484834-20240531-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Undergraduate nursing students are unprepared to manage patients demonstrating escalating aggressive behavior encountered during their clinical placements. Confidence and competence surrounding de-escalation skills can be achieved through virtual simulated learning opportunities. This study evaluated undergraduate nursing students' perceptions of confidence and success in their de-escalation skills following a virtual simulation intervention.</p><p><strong>Method: </strong>A quantitative, one-group pretestposttest design was used to complete this study. Students (<i>n</i> = 33) completed a 10-question demographic questionnaire with four additional questions on participants' psychosocial well-being considering the pandemic, and a nine-question pre- and postvirtual simulation de-escalation confidence and knowledge survey.</p><p><strong>Results: </strong>Virtual simulation had positive effects on participants' feelings of confidence and success. Male students and students who reported Caucasian as their ethnicity were the most comfortable with de-escalating behaviors.</p><p><strong>Conclusion: </strong>These findings emphasize the effectiveness of de-escalation education. <b>[<i>J Nurs Educ</i>. 2024;63(10):698-702.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 10","pages":"698-702"},"PeriodicalIF":0.0000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240531-01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Undergraduate nursing students are unprepared to manage patients demonstrating escalating aggressive behavior encountered during their clinical placements. Confidence and competence surrounding de-escalation skills can be achieved through virtual simulated learning opportunities. This study evaluated undergraduate nursing students' perceptions of confidence and success in their de-escalation skills following a virtual simulation intervention.
Method: A quantitative, one-group pretestposttest design was used to complete this study. Students (n = 33) completed a 10-question demographic questionnaire with four additional questions on participants' psychosocial well-being considering the pandemic, and a nine-question pre- and postvirtual simulation de-escalation confidence and knowledge survey.
Results: Virtual simulation had positive effects on participants' feelings of confidence and success. Male students and students who reported Caucasian as their ethnicity were the most comfortable with de-escalating behaviors.
Conclusion: These findings emphasize the effectiveness of de-escalation education. [J Nurs Educ. 2024;63(10):698-702.].
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