Doran Frances, van de Mortel Thea
School of Health and Human Sciences, Southern Cross University, PO Box 150, Lismore, NSW, 2480, Australia.
School of Nursing and Midwifery, Griffith University, Parklands Drive, Southport, QLD, 4222, Australia.
BMC Nurs. 2022 May 7;21(1):109. doi: 10.1186/s12912-022-00884-4.
Nurses, as the largest group of health professionals, have a key role in recognising, mitigating and preventing domestic violence. However, studies demonstrating effective undergraduate educational interventions are lacking. The research aim was to compare undergraduate nursing students' knowledge and attitudes about domestic violence before and after an educational intervention on domestic violence and explore their views on the most useful teaching strategies.
A quasi-experimental pre and post design was used to determine the impact of an educational intervention. Australian nursing students enrolled in a first-year undergraduate subject were invited to participate. The educational intervention included a 40-min pre-recorded lecture on domestic violence, and a two-hour face-to-face workshop facilitated by an expert, supported by readings. Students completed a pre- and post-intervention online anonymous survey using a validated instrument, the Inventory on Beliefs and Attitudes towards Domestic Violence. Wilcoxon signed rank tests were used to compare pre and post intervention results.
Approximately 400 students completed the voluntary workshop; 198 students completed the pre survey, 176 completed the post survey and 59 (13.1%) completed both. Post intervention, participants indicated stronger agreement on 15 of 22 items. The inventory score became significantly more positive (Z = -3.196, p = .001, CI -.206--0.067) post intervention. Of the 173 students who indicated post intervention which forms of education they found useful, 38.2% considered face-to-face tutorials to be the most useful education modality.
This study demonstrates the effectiveness of even a small educational intervention in changing attitudes, and creating awareness and knowledge of the context, prevalence, perpetrators, and significant associated burden of illness related to domestic violence, and nurses' responsibility to support victims.
护士作为最大的卫生专业人员群体，在识别、减轻和预防家庭暴力方面发挥着关键作用。然而，缺乏证明本科教育干预有效的研究。本研究的目的是比较本科护理专业学生在接受家庭暴力教育干预前后对家庭暴力的知识和态度，并探讨他们对最有用的教学策略的看法。
采用准实验前后设计来确定教育干预的效果。邀请参加本科一年级课程的澳大利亚护理专业学生参与。教育干预包括一段40分钟的关于家庭暴力的预录制讲座，以及由专家主持的两小时面对面研讨会，并辅以阅读材料。学生使用经过验证的工具《家庭暴力信念和态度量表》完成干预前后的在线匿名调查。采用Wilcoxon符号秩检验来比较干预前后的结果。
约400名学生完成了这个自愿参加的研讨会；198名学生完成了预调查，176名完成了后调查，59名（13.1%）完成了前后两次调查。干预后，参与者对22项中的15项表示更强烈的认同。干预后量表得分显著变得更积极（Z = -3.196，p = .001，置信区间-.206--0.067）。在173名表示干预后认为某些教育形式有用的学生中，38.2%认为面对面辅导是最有用的教育方式。
本研究表明，即使是小规模的教育干预在改变态度、提高对家庭暴力的背景、患病率、施暴者以及与之相关的重大疾病负担的认识和知识，以及护士支持受害者的责任方面也是有效的。
