Date of Conferral
8-13-2026
Date of Award
August 2026
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Melissa Rouse
Abstract
In this Doctor of Nursing Practice (DNP) staff education project addressed a gap in staff knowledge regarding the early identification of behavioral escalation and timely intervention in an adult group home setting. The practice-focused question was: Does staff education about early identification of behavioral escalation and timely clinical intervention improve the knowledge of staff working in an adult group home setting? The purpose was to improve staff knowledge of behavioral escalation, triggers, trauma-informed care, and intervention strategies. I delivered a structured educational intervention to 14 house managers. Educational content included behavioral escalation stages, triggers, de-escalation techniques, trauma-informed care, documentation, and clinical notification procedures. Knowledge was evaluated using a 10-question pre-assessment and post-assessment, and descriptive analysis was used to compare scores. Pre-assessment findings demonstrated strong baseline knowledge, with a mean score of 9.0/10 (90%) and 78.6% of participants scoring 90% or higher. Post-assessment findings improved to a mean score of 10.0/10 (100%), with all participants achieving a perfect score. These findings support staff education as an effective strategy for improving knowledge in behavioral escalation recognition and intervention. Recommendations include ongoing staff education and competency validation. Implications for nursing practice include improved staff competency, resident safety, and quality of care. The project supports positive social change by promoting equitable, person-centered, and trauma-informed care for vulnerable individuals residing in adult group home settings.
Recommended Citation
Barr, Gayduo, "Staff Education to Improve Early Identification of Behavioral Escalation and Timely Clinical Intervention in an Adult Group Home Setting" (2026). Walden Dissertations and Doctoral Studies. 20604.
https://scholarworks.waldenu.edu/dissertations/20604
