None listed
Conditions
Brief summary
Following a systematic review and research led by the chief investigator Dr. Kristin Lo, we have found that: 1. Aggression is common in the healthcare setting. The 2011 Victorian Government Parliamentary Inquiry into violence and security arrangements in Victorian hospitals reported 2,662 potential or aggressive events occurring across four major regional hospitals over a 6-month period. 2. Aggression happens to students. An Australian study identified nearly 60% of second and third year (87 total) nursing students had experienced non-physical aggression and violence in the clinical setting. Physical aggression amounted to over a third of the second year students and one quarter of third year students (51 total). 3. Students are more likely to be on the receiving end of acts of aggression as inexperienced. 4. Student do not feel confident managing clients who are aggressive. 5. Consequences of aggression include: increased student attrition, long term physical and psychological damage to the student population. 6. There are a lack of high quality trials, such as randomised controlled trials, investigating the effects of specific education on management of aggression. 7. Education delivered in studies reporting increased student confidence include lower duration combined with a mixture of online and face to face delivery of the content. Short simulations are also found to be sufficient to improve knowledge in managing aggression. So, we know that aggression in clinical placements is common for health professional students, students are needing support, and there are suggestions regarding education delivery for improving students' management of aggression. We believe the significance of providing students with basic aggression management education before attending placements will result in: 1. Increased student confidence in identifying and managing aggression. 2. Reducing the negative physical and psychological effects of aggression. 3. Improved client management
Interventions
Before we finalise the modules, we will have up to four small group focus groups from a few disciplines to discuss the modules and make any changes before we start the RCT. These focus groups will be held by the researchers in person if possible otherwise online and there will be questions to the facilitate discussion. These focus groups will be 60-90 minutes duration and will occur up to a year before the RCT commences.
The RCT intervention is a set of three aggression management modules that
Before we finalise the modules, we will have up to four small group focus groups from a few disciplines to discuss the modules and make any changes before we start the RCT. These focus groups will be held by the researchers in person if possible otherwise online and there will be questions to the facilitate discussion. These focus groups will be 60-90 minutes duration and will occur up to a year before the RCT commences. The RCT intervention is a set of three aggression management modules that has been constructed using Articulate RISE. The modules are approximately 30 minutes duration each. Summary of the content of the online modules: - recognising and preventing aggression including definition of aggression and violence - communication tips using the pneumonic S.O.L.V.E.R. - role of the student - responding to aggression the basics eg: code grey, code blue, code black - aggression in healthcare - case study scenario These modules include a number of video clips of students being confronted by aggressive clients and shows what to do in these situations. Mode of training: - Quizzes - Interactive activities - Short videos / case studies Intervention will be delivered once and involves three modules of duration 30 minutes approximately over a period of a week. Intervention occurs online from any location. If able to, the 90 minute discussion will be on campus but if not able to we will conduct this online. The 90 minutes discussion will occur after the module in the intervention group and before the module in the active control group. Strategies used to assess adherence: - we are able to obtain statistics from our Learning Management System (LMS) Moodle.
Sponsors
Monash University
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Blinded (masking used) (Subject, Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Health professional students enrolled in the following courses: - Bachelor of Physiotherapy - Bachelor of Occupational Therapy - Master of Social Work - Bachelor of Radiation Sciences - Bachelor of Paramedicine - Bachelor of Radiography and Medical Imaging
Exclusion criteria
Students that have already had clinical experience as part of a university degree will be excluded from the RCT but can be included in the small focus groups that will be part of helping to improve the education module.
Outcome results
None listed