Date of Award/Publication
M.S. in Advanced Practice Nursing
Background: Interventions and educational curricula components have emerged outlining strategies to address lateral violence in nursing, however the ongoing efficacy of those interventions has not been thoroughly studied. The purpose of this study was to explore how an education program in undergraduate nursing education affects student perception of personal and classmate civility and lateral violence.
Method: A pilot study was conducted at a private college in western New York utilizing a one-group, pretest-posttest design. Measurement consisted of a 15-minute self-reported survey at the start and end of the first clinical nursing semester in an undergraduate baccalaureate program. During the semester, students received a lecture on civility and lateral violence.
Results: There was no significant change in pre to post intervention scores. However, in self to peer analysis, changes were seen in perception of communication skills, role modeling, distracting others, abiding by classroom norms, completing assignments, gossiping, and apologizing.
Conclusion: Educators have an opportunity to construct an evidenced based civility and lateral violence baccalaureate curriculum module to address the problem at a primary prevention level.
Ledwin, Kathryn M., "Nursing Students' Perception of Lateral Violence: The Impact of an Educational Intervention" (2018). Nursing Masters. Paper 61.
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