In the increasingly complex healthcare environment, nurses often find themselves at the frontline of patient care, making decisions that significantly impact patient outcomes. A crucial aspect of nursing education is the preparedness of students to handle not only clinical situations but also the often-overlooked aspect of workplace violence. A recent study, conducted by Erol, Cengiz, and Öner, shines a very important light on the perceived professional competence and ability to manage workplace violence among nursing students. This cross-sectional investigation contributes vital data that could inform future nursing curricula and workplace training programs.
The term “workplace violence” encompasses a range of aggressive behaviors that nurses might experience during their professional interactions. These can vary from verbal harassment to physical assaults, and their prevalence has been a growing concern in healthcare settings. This study emphasizes that nursing students, while undergoing their training, need to recognize that they will likely encounter forms of violence in their future workplaces. Understanding their professional role and the dynamics of power in such interactions is essential for their personal safety and professional integrity.
Moreover, perceived professional competence is more than just a baseline measure of skill; it reflects a student’s confidence in their knowledge and ability to function in real-life situations. The study indicates that students who feel competent are better prepared to deal with the challenges that workplace violence presents. This suggests that nursing education must not only equip students with essential clinical skills but also foster an environment wherein they feel empowered to manage aggressive behaviors effectively. This dual focus on clinical and interpersonal skills may be crucial in developing resilient healthcare professionals.
In their research, Erol, Cengiz, and Öner conducted a comprehensive survey targeting nursing students across various institutions. Findings show that many students reported feelings of anxiety and fear regarding potential violence in clinical settings, which in turn affected their perceived competence. The researchers argue that addressing these feelings is critical in preparing future nurses who can both provide quality patient care and protect themselves from violence.
Interestingly, the results also indicate significant disparities in the perceived competence among different demographics, including variations based on gender, age, and prior exposure to similar experiences. Male and female students, for instance, displayed different responses to their training concerning managing violence. Understanding these variances is important for tailoring educational experiences to better prepare all nursing students for the realities they may face in the field.
To counteract these findings, the researchers propose several strategic recommendations for nursing education curricula. One of the most significant is the integration of violence management training into existing programs. Such training could include simulations and role-playing scenarios that help students practice their responses to violent situations. These educational methodologies allow students to build their confidence, making them more likely to feel professionally competent when encountering real-world challenges.
The implications of this study extend beyond nursing education to include hospital administration and policy-making. Institutions must recognize the necessity of fostering a secure working environment for their personnel. Implementing strict policies against violence, coupled with accessible mental health support, could significantly enhance the well-being of nursing staff. Furthermore, when universities and hospitals collaborate on such training initiatives, they can create a seamless transition for nursing students from the classroom to the clinical environment.
Nurse administrators and managers need to advocate for ongoing training and support beyond the initial education phase. Regular workshops and refresher courses in violence management can keep skills current and reinforce competencies. Studies have shown that continuous professional development leads to better patient outcomes and enhanced job satisfaction among nurses, directly correlating with lower rates of workplace violence.
In conclusion, Erol, Cengiz, and Öner’s research represents an urgent call to action for nursing educators and healthcare leaders alike. By equipping the next generation of nurses with robust training and the psychological tools necessary to combat workplace violence, we can foster a safer environment for both healthcare providers and patients. It is a collective responsibility to cultivate not only skilled nurses but also resilient leaders who can navigate the challenging landscapes of modern healthcare settings.
In summary, the evidence presented in this cross-sectional study underscores the importance of perceived professional competence and the ability to manage workplace violence in nursing. As we move forward, a concentrated effort to address these issues within nursing education and healthcare policy is essential in shaping a safer, more supportive healthcare system.
Subject of Research: Workplace Violence Management Among Nursing Students
Article Title: Perceived professional competence and workplace violence management ability among nursing students: a cross-sectional study
Article References: Erol, A., Cengiz, Z. & Öner, U. Perceived professional competence and workplace violence management ability among nursing students: a cross-sectional study. BMC Nurs (2026). https://doi.org/10.1186/s12912-026-04324-5
Image Credits: AI Generated
DOI: 10.1186/s12912-026-04324-5
Keywords: Nursing Education, Workplace Violence, Professional Competence, Nursing Students, Healthcare Safety
