Abstract
Healthcare workers practice in volatile environments, where they are five times more likely to experience violence at work than any other profession in the United States (Jones et al., 2023). Approximately 72% of that violence has been classified as “verbal,” with physical violence being attributed to the other 28% (Sari et al., 2023). The Joint Commission (2019) (TJC) highlighted the need for de-escalation training in healthcare, especially given the rise of violence and aggression in U.S. healthcare settings.
Virtual reality-based simulations aim to provide real-world experiences in a simulated environment that provide students with safe learning environments to learn new skills and demonstrate competency (Shorey & NG, 2021). The National Council of State Boards of Nursing (NCSBN) recommends simulation as a “key component” of nursing education (Chen et al., 2020). While the use of simulated environments has been utilized in nursing education for the past 50 years, the use of virtual reality in nursing education is relatively new. VR environments can help participants learn physiological control while performing decision-making actions in a higher stress, simulated environment. VR, coupled with de-escalation training, can be an effective way at educating and training participants to engage in physiologic control to enhance their performance in high stress situations (Abele et al., 2022).
Students in the OSN Nurse Practitioner programs receive relatively little training/education on de-escalation. University Police services are subject matter experts in de-escalation training and the use of VR simulation in those training efforts (University of Nevada, Las Vegas, 2023). The use of non-traditional interprofessional collaboration can help to build bridges in the realm of nurse practitioner preparedness, as de-escalation techniques should be considered a core skill for both professions. Forty nurse practitioner students participated in the two day immersion experience. The students reported a greater sense of ease in their communication, as well as a better appreciation for the role of de-escalation in providing care to agitated and aggressive patients. Participants further reported a greater sense of gratitude for the non-traditional interdisciplinary collaboration, as well a deep respect for the simulated environment that the VR system provided in learning high-stakes communication skills.
Notes
References:
Abele, M., van Peer, J., Brammer, J., Nies, A., van Rooij, M., Oostenveld, R., D Dorrestijn, W., Smit, A., Roelofs, K., Klumpers, F., & Granic, I. (2022). Deep-breathing biofeedback trainability in a virtual-reality action game: A single-case design study with police trainers. Frontiers in Psychology, 13, 806163. doi: 10.3389/fpsyg.2022.806163
Chen, F., Leng, Y., Ge, J.F., Wang, D.W., Cheng, L., Chen, B., & Sun, Z.L. (2020).
Effectiveness of virtual reality in nursing education: Meta-analysis. Journal of Medical Internet Research, 22(9), e18290. doi: 10.2196/18290
Jones, C., Sousane, Z., & Mossbury, S. (2023). Addressing workplace violence and creating a safer workplace. Agency for Healthcare Research & Quality. Retrieved from https://psnet.ahrq.gov/perspective/addressing-workplace-violence-and-creating-safer-workplace
Sari, Y., Yildiz, I., Baloglu, S., Ozel, M., & Tekalp, R. (2023). The frequency of workplace violence against healthcare workers and affecting factors. PLoS One, 18(7), e0289363. doi: 10.1371/journal.pone.0289363.
Shorey, S., & Ng, E. (2021). The use of virtual reality simulation among nursing students and registered nurses: A systematic review. Nurse Education Today, 98. https://doi.org/10.1016/j.nedt.2020.104662
The Joint Commission. (2019). Quick safety issue 47: De-escalation in health care. https://www.jointcommission.org/resources/news-and-multimedia/newsletters/newsletters/quick-safety/quick-safety-47-deescalation-in-health-care/
University of Nevada, Las Vegas. (2023). De-Escalation training program.
https://www.unlv.edu/police/ndtc
Note: Presentation file has been attached as a PDF for ease of access and a PowerPoint slide deck to retain an audio/video component.
Sigma Membership
Nu Iota
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Virtual Learning, Teaching and Learning Strategies, Interprofessional Initiatives, Nursing Education, Emerging Technologies, Simulation, Virtual Reality, Competence, Clinical Competence, De-escalation Training
Recommended Citation
Hintz, Carrie D., "Virtual Reality, De-Escalation Training & Non-Traditional Interprofessional Collaboration" (2025). Biennial Convention (CONV). 212.
https://www.sigmarepository.org/convention/2025/presentations_2025/212
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-08
Virtual Reality, De-Escalation Training & Non-Traditional Interprofessional Collaboration
Indianapolis, Indiana, USA
Healthcare workers practice in volatile environments, where they are five times more likely to experience violence at work than any other profession in the United States (Jones et al., 2023). Approximately 72% of that violence has been classified as “verbal,” with physical violence being attributed to the other 28% (Sari et al., 2023). The Joint Commission (2019) (TJC) highlighted the need for de-escalation training in healthcare, especially given the rise of violence and aggression in U.S. healthcare settings.
Virtual reality-based simulations aim to provide real-world experiences in a simulated environment that provide students with safe learning environments to learn new skills and demonstrate competency (Shorey & NG, 2021). The National Council of State Boards of Nursing (NCSBN) recommends simulation as a “key component” of nursing education (Chen et al., 2020). While the use of simulated environments has been utilized in nursing education for the past 50 years, the use of virtual reality in nursing education is relatively new. VR environments can help participants learn physiological control while performing decision-making actions in a higher stress, simulated environment. VR, coupled with de-escalation training, can be an effective way at educating and training participants to engage in physiologic control to enhance their performance in high stress situations (Abele et al., 2022).
Students in the OSN Nurse Practitioner programs receive relatively little training/education on de-escalation. University Police services are subject matter experts in de-escalation training and the use of VR simulation in those training efforts (University of Nevada, Las Vegas, 2023). The use of non-traditional interprofessional collaboration can help to build bridges in the realm of nurse practitioner preparedness, as de-escalation techniques should be considered a core skill for both professions. Forty nurse practitioner students participated in the two day immersion experience. The students reported a greater sense of ease in their communication, as well as a better appreciation for the role of de-escalation in providing care to agitated and aggressive patients. Participants further reported a greater sense of gratitude for the non-traditional interdisciplinary collaboration, as well a deep respect for the simulated environment that the VR system provided in learning high-stakes communication skills.
Description
Virtual reality-based simulations aim to provide real-world experiences in a simulated environment that provide students with safe learning environments to learn new skills and demonstrate competency. Students in the Nurse Practitioner programs receive relatively little training/education on de-escalation. University Police services are subject matter experts in de-escalation training and the use of VR simulation in those training efforts.