Date of Conferral
5-30-2025
Date of Award
May 2025
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Stephen Fawcett
Abstract
/Summary Psychiatric emergencies can lead to violent behaviors and pose significant safety risks to patients and staff in mental health settings. It may result in unsafe environments, forcing staff to use restrictive measures that can compromise care quality. Addressing the issue is critical to enhance safety, reduce injuries, and align with trauma-informed nursing practices. The doctor of nursing practice (DNP) student identified a gap in practice. Staff lacked current evidence-based knowledge on effective de-escalation techniques in an outpatient mental health clinic. A practice-focused question was formulated to analyze whether staff education would increase knowledge. The DNP project included in-person education on managing psychiatric emergencies on de-escalation techniques. Ten staff voluntarily participated in the education. A 10-question multiple choice questionnaire was created for the pre and post-test data analysis. Pre- and post-data analysis revealed increased staff knowledge of de-escalation techniques. The total mean pre-test score increased from 44% to 96% post-education, with a 52% mean difference between the pre-and post-educational test survey. The findings demonstrate the importance of standardized and evidence-based de-escalation education and training to improve staff knowledge and promote equity in care delivery. The program supports positive social change by encouraging non-coercive strategies that can decrease stigmatization and shame, enhance staff-patient relationships, and promote an inclusive and safe healthcare environment.
Recommended Citation
Mantab, Evelyne, "Staff Education on the Use of De-escalation Techniques to Prevent Injury in a Mental Health Clinic" (2025). Walden Dissertations and Doctoral Studies. 17717.
https://scholarworks.waldenu.edu/dissertations/17717
