Degree Name
Nursing Practice, DNP
Publication Date
9-30-2025
First Advisor
Lisa Drake
Second Advisor
Chandra Carter
Abstract
The nursing shortage persists, and the lack of trained nurse educators exacerbates the issue. Adequate training of novice nurse educators transitioning from bedside to academia is essential for smooth role-transitioning, which impacts intent to stay; however, the content of the mentoring is undefined in literature. Using Bandura’s Social Cognitive theory as the theoretical framework and Havelock’s Process of Change theory, this Quality Improvement project aims to determine how providing de-escalation training adapted for the classroom impacts self-efficacy of novice nurse educators dealing with incivility in the classroom. The method includes incorporating the Plan-Do-Study-Act implementation framework for a quasi-experimental intervention which took place at a private nursing college. The intervention provided novice faculty with a three-part pre-recorded lecture series of de-escalation techniques to enhance classroom management and incivility awareness skills. The effect of the intervention was measured using a pre/post-survey of the Modified Self-Efficacy Scale. While the small sample size of four eligible participants did not yield statistically significant results, p = 0.152, using a two-tailed paired t-test, the difference between pre-survey and post-survey results did manifest improved self-efficacy scores overall. In conclusion, at the project site, incorporating de-escalation training for novice educators as a classroom management tool improved overall individual self-efficacy. Enhancing self-efficacy of novice educators can positively impact job satisfaction and intent to stay in academics, which is necessary to educate future generations of nurses.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Lanza, Jennifer, "Quality Improvement Project De-escalation Techniques Applied in the Classroom: A Faculty Onboarding Quality Improvement Initiative" (2025). Doctor of Nursing Practice Projects. 222.
https://arch.astate.edu/dnp-projects/222
