Date of Award

Fall 12-12-2026

Degree Type

Project

Degree Name

Doctor of Nursing Practice (DNP)

Department

School of Nursing

First Advisor

Jennifer Stewart-Glenn

Abstract

Background: Workplace violence is a significant concern in emergency departments (EDs), where early recognition of behavioral and situational warning signs may help prevent escalation. However, warning signs may be missed, misinterpreted, or recognized too late.

Purpose: This project evaluated a structured educational intervention designed to improve ED staff knowledge of early warning signs and risk factors associated with patient violence. Lewin’s Change Theory guided the project.

Methods: A quasi-experimental pre-/post-intervention design was conducted with 10 ED staff members. Participants completed baseline assessments of knowledge and confidence, received structured education on violence risk factors and early warning signs, and completed post-intervention assessments.

Results: Knowledge scores increased from pre-intervention (M = 5.20, SD = 1.23) to post-intervention (M = 6.80, SD = 1.14), with a statistically significant improvement, t(9) = −4.00, p = .003, and large effect size (Cohen’s d = 1.26). The Wilcoxon signed-rank test supported this finding (V = 0, z = −2.40, p = .016). These findings suggest that structured education may improve ED staff recognition of violence-related risk factors and support preparedness for early identification of potential violence.

Conclusion: Structured education may strengthen ED staff knowledge and preparedness for early recognition of patient violence risk.

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