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• Program fused traditional didactic lecture with experiential learning via simulation.
• Learners experienced conducting an IPV interview in a safe and controlled setting.
• Confidence and competence increased when simulation was added to the training program.
• Simulation as a teaching modality is a more powerful tool than lecture alone.
• Future implications include integration of simulation as a training tool for health care providers on other difficult topics such as substance abuse, infertility, and end-of-life decisions.
BackgroundThis project developed an intimate partner violence (IPV) training program that included a simulation experience for a Midwestern nursing school's undergraduate curriculum. The IPV training program incorporated both traditional teaching modalities and experiential learning through simulation.MethodsThe study examined the effect of the IPV training program on three domains: (a) perceived preparation, (b) perceived knowledge, and (c) actual knowledge. The survey instrument was an adapted version of the Physician Readiness to Manage Intimate Partner Violence Survey modified with language that focused on students in the health care arena. The survey was administered to participants at three points during the training program: (a) before the training program; (b) after the didactic lecture, but before the simulation; and (c) after the simulation experience with a standardized patient.ResultsResults indicated that IPV training had significant effect on the perceived preparation, perceived knowledge, and actual knowledge. Results in all three domains also revealed a significant positive change between traditional lecture and simulation (p < .05).ConclusionsThe results of this study showed comprehensive IPV training program is effective in increasing nursing student's confidence and competence in addressing IPV. In addition, this study found simulation as a teaching modality is a more powerful tool than lecture alone.
Journal: Clinical Simulation in Nursing - Volume 12, Issue 1, January 2016, Pages 8–15