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Background
Lateral violence (LV) is nurse-to-nurse aggression.
Behavior directed by one peer toward another that
disrespects, or devalues the worth of the recipient.
Vertical violence (VV) is a nurse in a position of
power exhibiting aggressive or abusive behaviors
over a person in a lower position of power.
Lateral and vertical violence in healthcare places
the patient at risk for harm secondary to errors in
communication.
Computer based training (CBT) is a convenient,
lower cost method of sharing information with a
large population of people and can be completed at
random times. CBT does not require special
scheduling or instructors.
Cognitive Rehearsal is a strategy that employs
the use of cognition and automatic thoughts. The
act of consciously not reacting to LV or VV, allows
time to process and respond based on what they
have previously been taught.
Gap in the Literature - No studies have compared
the use of CBT and in person training such as
cognitive rehearsal.
The Effects of Two Educational Interventions on Lateral and Vertical Violence in the
Nursing WorkplaceEileen Phillips DNP, RN, NE-BC
Thomas Jefferson University and Main Line Health SystemMethods, Setting and Sample
Mixed method design
Pre- and post-intervention survey using the Stanley,
et al, 2011 Lateral and Vertical Violence in Nursing
Survey
(LVNS+V).• 25 questions using a 4-point Likert scale • 3 open-ended questions + demographic
information
Setting and Sample• Suburban hospital in a 5 hospital health system • 69 female participants • Obstetric department nurses• 1 Asian, remainder White• Years experience
Pre survey n-41 Post survey n-293 < 2 yrs 2 <2 yrs6 3-10 yrs 4 3-10 yrs32 >10 yrs 23 > 10 yrs
InterventionsRandom assignment to one intervention groupComputer Based Training Group n=25 76% participation
• Free CBT through Lippincott
• Encouraged participation but voluntary
• 50 minutes in length, paid for their time
Cognitive Rehearsal Classn= 1958% participation
• Register for a class in Healthstream
• Class size ranged from 1-7 participants
• 1 hour in length, paid for their time
• 22 minute video, tip sheet and role-playing conversation
Results
The survey question regarding types of
education/training received about LV or VV did not
distinguish which intervention group the participant
was assigned to. Therefore, the inability to identify
which intervention group the participants were
assigned to, forced the combination of the
intervention groups for analysis.
The revised objective became to see if any
educational interventions (CBT or cognitive rehearsal)
were effective in addressing lateral or vertical
violence.
The following two questions were statistically
significant:
I am the recipient of vertical violence directed downward
Mean pre 1.00, Mean post 1.26 (p=0.047)
I feel adequately prepared to respond to episodes of lateral or vertical violence
Mean pre 2.69, Mean post 3.00 (p=0.025)
Open ended questions- Identified the desire for
continued education on the subject, the desire for
nurse leader intervention to address continued
behaviors, sensitivity training for more senior nurses
and assertiveness training for others.
Clinical Questions
1. Did the computer-based or cognitive rehearsal
training improve the nurses’ understanding and
recognition of Lateral and vertical violence?
2. Did the computer-based or cognitive rehearsal
training improve the nurses’ perceived ability to
respond to episodes of LV/VV?
Conclusions
This study has demonstrated:
1- Nursing staff feel adequately prepared to respond
to episodes of LV and VV after receiving education
on the subject.
2-Staff felt they were recipients of vertical violence
directed downward.
3-The open-ended questions supported the
perception of the less experienced nurses
experiencing VV directed downward from the more
senior nurses.
The evidence indicates LV and VV behaviors
contribute to poor patient outcomes due to impaired
communication among nursing professionals. Nurse
administrators have a responsibility to minimize or
eradicate such behaviors in the workplace.
Providing education to all nurses about LV and VV
will support the AACN Skilled Communication
standard that states, “Nurses must be as proficient
in communication skills as they are in clinical skill”
(AACN, 2005, p.13).
Implications for Nursing Leadership