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dc.contributor.advisorWard-Smith, Peggyeng
dc.contributor.authorSanner-Stiehr, Ericka J.eng
dc.date.issued2015-06-19eng
dc.date.submitted2015 Springeng
dc.descriptionTitle from PDF of title page, viewed on July 6, 2015eng
dc.descriptionDissertation advisor: Peggy Ward-Smitheng
dc.descriptionVitaeng
dc.descriptionIncludes bibliographic references (pages 83-91)eng
dc.descriptionThesis (Ph.D.)--School of Nursing and Health Studies. University of Missouri--Kansas City, 2015eng
dc.description.abstractLateral violence among nurses is a pervasive problem contributing to deleterious consequences for targets, work environments, patient outcomes, and the nursing profession. Newly licensed nurses are at a disadvantage to respond effectively to lateral violence and may be more likely to be targeted. Thus, response training prior to entering the nursing workforce may increase their ability to manage lateral violence they encounter as newly licensed nurses. There is a paucity of interventional research aimed at educating nurses on effective and appropriate responses to lateral violence and no studies involving nursing students. This study examines the effect of an educational intervention to increase nursing students’ self-efficacy in responding to lateral violence. Cognitive Behavioral Therapy, based on Social Cognitive Theory, was used to guide the format of the intervention and development of the measurement instrument. A time-series, randomized, cluster design with intervention and control groups, was used to increase rigor over existing studies. Statistically significant increase in participant-reported self-efficacy among the intervention group was determined using paired t-tests. Follow-up data indicate potential for the long-term benefits of this intervention on self-efficacy in responding to lateral violence. Clinical significance was also demonstrated by overall increases in all quartiles among the intervention group. These results indicate potential for use among future nursing students. Future research should include longitudinal follow-up to determine the long term effects of this intervention, testing among nursing students at different types of institutions, and refinement of the measurement instrument.eng
dc.description.tableofcontentsIntroduction -- Review of the literature and background -- Methods -- Data analysis -- Conclusions -- Appendix A. Permission Letter for use of SADBS-R Appendix B. Instrument - SADBS-R -- Appendix C. Consent Form – Intervention Site -- Appendix D. Consent Form – Attention-Control Site -- Appendix E. Intervention – Lateral Violence Response Training -- Appendix F. Attention Control Group Activityeng
dc.format.extentxii, 92 pageseng
dc.identifier.urihttps://hdl.handle.net/10355/45939eng
dc.subject.lcshViolence in the workplace -- Nursingeng
dc.subject.lcshBullying -- Prevention -- Nursingeng
dc.subject.lcshBullying in the workplace -- Nursingeng
dc.subject.meshViolence -- nursingeng
dc.subject.meshViolence -- prevention & controleng
dc.subject.meshBullyingeng
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Nursingeng
dc.titleLateral Violence Response Training for Nursing Studentseng
dc.typeThesiseng
thesis.degree.disciplineNursing (UMKC)eng
thesis.degree.grantorUniversity of Missouri--Kansas Cityeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh.D.eng


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