Degree Name
Nursing Practice, DNP
Publication Date
4-20-2026
First Advisor
Sandy King
Second Advisor
Leigh Swartzendruber
Abstract
Violence and aggression in healthcare settings present ongoing safety concerns for nursing faculty supervising students during clinical education, particularly when teaching occurs in hospital environments where faculty are not employed. Faculty often rotate across multiple clinical sites and may lack consistent preparation or access to standardized safety education and reporting systems. The purpose of this Doctor of Nursing Practice quality improvement project was to evaluate the effect of a targeted educational intervention on nursing faculty perceived preparedness to recognize, de escalate, and report aggression encountered during clinical instruction. Guided by Bandura’s Social Cognitive Theory and Lewin’s Three Stage Change Model, a quantitative pretest–posttest design without a control group was used. A convenience sample of 12 nursing faculty teaching or with recent clinical teaching experience in off campus healthcare settings within a university based associate degree nursing program participated. The evidence based intervention consisted of a structured educational session addressing violence recognition, de escalation strategies, prevention principles, and reporting processes. Data were collected using the Faculty Clinical Violence Self Efficacy and Competence Scale administered immediately before and after the intervention and analyzed using paired samples statistical testing. Results demonstrated a statistically significant change in overall perceived preparedness, t(11) = −3.63, p = .004, with a large effect size (Cohen’s d = 1.05). Statistically significant differences were observed across six of seven domains, while post incident recovery did not reach statistical significance. Limitations included a small sample size and single site implementation. Findings support integration of faculty specific violence prevention education to strengthen preparedness in clinical education settings.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Moline, Dawn "DeeDee" D., "Quality Improvement Project: Faculty Preparedness for Recognition, De escalation, and Reporting of Violence in Clinical Education Settings" (2026). Doctor of Nursing Practice Projects. 352.
https://arch.astate.edu/dnp-projects/352
