A Virtual, Simulated Code White for Undergraduate Nursing Students
BACKGROUND: Nurses and nursing students are increasingly vulnerable to workplace violence, both verbal and physical, as health care settings and clients cope with unprecedented challenges including the COVID-19 pandemic. Concurrently, clinical learning opportunities for nursing students have been cu...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9379387/ https://www.ncbi.nlm.nih.gov/pubmed/35578409 http://dx.doi.org/10.1177/08445621221101290 |
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author | Stephen, Tracey King, Keith Taylor, Mischa Jackson, Margot Hilario, Carla |
author_facet | Stephen, Tracey King, Keith Taylor, Mischa Jackson, Margot Hilario, Carla |
author_sort | Stephen, Tracey |
collection | PubMed |
description | BACKGROUND: Nurses and nursing students are increasingly vulnerable to workplace violence, both verbal and physical, as health care settings and clients cope with unprecedented challenges including the COVID-19 pandemic. Concurrently, clinical learning opportunities for nursing students have been curtailed by public health restrictions and limited capacity. While virtual simulations have been promoted as an alternative to clinical hours, their effectiveness as an educational intervention on workplace violence has yet to be assessed. PURPOSE: The authors sought to evaluate a virtual, simulated code white—a set of organized responses to a client, visitor, or staff member exhibiting the potential for violence—involving 4th year undergraduate nursing students, randomly sorted into an intervention group and a control group. METHODS: Pre and post test measures of knowledge and attitudes about mental health, workplace violence and virtual simulation were collected, as well as qualitative data from focus groups. FINDINGS: While the sample size (n = 24) was insufficient to detect meaningful differences between the intervention and control groups, descriptive statistics and focus group data revealed significant gaps in participants’ knowledge around managing workplace violence. Participants rated the virtual simulation highly for its realism and the opportunity to experience working in a virtual environment, while they felt the preamble and debrief were too short. CONCLUSIONS: The findings illustrate a virtual code white simulation has clear educational benefits, and that multiple iterations, both virtual and in person, would most likely increase the benefits of the intervention. |
format | Online Article Text |
id | pubmed-9379387 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-93793872022-08-17 A Virtual, Simulated Code White for Undergraduate Nursing Students Stephen, Tracey King, Keith Taylor, Mischa Jackson, Margot Hilario, Carla Can J Nurs Res Original Research Reports BACKGROUND: Nurses and nursing students are increasingly vulnerable to workplace violence, both verbal and physical, as health care settings and clients cope with unprecedented challenges including the COVID-19 pandemic. Concurrently, clinical learning opportunities for nursing students have been curtailed by public health restrictions and limited capacity. While virtual simulations have been promoted as an alternative to clinical hours, their effectiveness as an educational intervention on workplace violence has yet to be assessed. PURPOSE: The authors sought to evaluate a virtual, simulated code white—a set of organized responses to a client, visitor, or staff member exhibiting the potential for violence—involving 4th year undergraduate nursing students, randomly sorted into an intervention group and a control group. METHODS: Pre and post test measures of knowledge and attitudes about mental health, workplace violence and virtual simulation were collected, as well as qualitative data from focus groups. FINDINGS: While the sample size (n = 24) was insufficient to detect meaningful differences between the intervention and control groups, descriptive statistics and focus group data revealed significant gaps in participants’ knowledge around managing workplace violence. Participants rated the virtual simulation highly for its realism and the opportunity to experience working in a virtual environment, while they felt the preamble and debrief were too short. CONCLUSIONS: The findings illustrate a virtual code white simulation has clear educational benefits, and that multiple iterations, both virtual and in person, would most likely increase the benefits of the intervention. SAGE Publications 2022-05-16 2022-09 /pmc/articles/PMC9379387/ /pubmed/35578409 http://dx.doi.org/10.1177/08445621221101290 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Original Research Reports Stephen, Tracey King, Keith Taylor, Mischa Jackson, Margot Hilario, Carla A Virtual, Simulated Code White for Undergraduate Nursing Students |
title | A Virtual, Simulated Code White for Undergraduate Nursing
Students |
title_full | A Virtual, Simulated Code White for Undergraduate Nursing
Students |
title_fullStr | A Virtual, Simulated Code White for Undergraduate Nursing
Students |
title_full_unstemmed | A Virtual, Simulated Code White for Undergraduate Nursing
Students |
title_short | A Virtual, Simulated Code White for Undergraduate Nursing
Students |
title_sort | virtual, simulated code white for undergraduate nursing
students |
topic | Original Research Reports |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9379387/ https://www.ncbi.nlm.nih.gov/pubmed/35578409 http://dx.doi.org/10.1177/08445621221101290 |
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