Citation

Woodtli MA, Breslin ET. J. Nurs. Educ. 2002; 41(8): 340-348.

Affiliation

College of Nursing, University of Arizona, Tucson 85721, USA.

Copyright

(Copyright © 2002, Healio)

DOI

unavailable

PMID

12199476

Abstract

Appropriate educational preparation about violence prevention, assessment, and treatment provides critical knowledge and skills that enable nurses to provide competent care to violence survivors. This follow-up national survey examined changes in the extent, placement, and faculty responsible for violence-related content in baccalaureate nursing curricula since the original 1995 survey was conducted. This national study used a 31-item mailed questionnaire that requested demographic information; data related to course content, clinical experiences, curriculum and faculty development, and curriculum evaluation; and recommendations. Usable questionnaires were returned from 395 (61%) of 648 programs surveyed. Findings indicated content related to women, children, and suicide and self-destructive behavior was taught primarily in 2 to 4 hours; 46% of schools presented sexual and elder abuse content in 1 hour or in readings only; and related clinical experiences were primarily coincidental. The majority of schools (63%) reported no violence-related faculty development activities during the past 4 years despite previous indication of need. More than two thirds of programs (68%) did not systematically evaluate violence content, and 75% had not developed violence-focused student competencies. Although small gains were found in hours of presentation in some content, little has changed in the nursing curriculum overall. The significance of this study is related to the relevance of nursing education to preparing students and faculty to address the social and health problems of increasing violence and abuse.

Language: en