Harlan Melissa D, Bench Victor, Hudack Christoph, Fennimore Laura, Sherwood Paula, Ren Dianxu, Kelly Linda K
J Nurs Educ. 2023 Jul;62(7):423-426. doi: 10.3928/01484834-20230509-06. Epub 2023 Jul 1.
Nursing students experience patient aggression due to their age and lack of experience. Academic institutions can implement strategies to prepare students to manage aggression.
One-hundred forty-eight undergraduate nursing students in a baccalaureate nursing program participated in this quality improvement initiative. Baseline and postintervention perceived self-efficacy (PSE) data were gathered using the Self-Efficacy in Patient Centeredness Questionnaire-27. Students viewed two educational videos and underwent debriefing.
Overall PSE scores increased significantly ( < .01) from baseline ( = 76.44, = 13.00) to postintervention ( = 91.66, = 11.97). PSE in the subscales exploring the patient's perspective, sharing information and power, and dealing with communication challenges increased significantly ( < .01) from pre- to postintervention.
PSE in caring for patients exhibiting aggressive behavior increased after nursing students were taught behaviors to use and how to manage their own biases to avoid provoking patients to respond aggressively. .
护理专业学生由于年龄和经验不足会遭遇患者的攻击行为。学术机构可以实施相关策略，帮助学生做好应对攻击行为的准备。
148名本科护理专业学生参与了这一本科护理项目中的质量改进计划。使用以患者为中心的自我效能量表-27收集基线及干预后的自我效能感（PSE）数据。学生观看了两段教育视频并参与了汇报讨论。
PSE总分从基线时的（均值=76.44，标准差=13.00）显著提高（<0.01）至干预后的（均值=91.66，标准差=11.97）。在探索患者视角、分享信息与权力以及应对沟通挑战等分量表中的PSE从干预前到干预后显著提高（<0.01）。
在教授护理专业学生应对攻击性行为的方法以及如何管理自身偏见以避免激怒患者做出攻击性行为后，他们照顾有攻击行为患者的自我效能感有所提高。
