Addressing gaps in intimate partner violence training in nursing: a case-based pedagogical intervention

Intimate partner violence (IPV) refers to violence (physical, sexual, economic or psychological) inflicted by a spouse or male partner and constitutes a global public health crisis. Health services are a critical entry point for identifying IPV cases. Nurses and healthcare providers must recognize IPV signs, as their role is pivotal in early detection and intervention. However, healthcare professionals and nursing students report a lack of knowledge and training to address it effectively; and adequate training on IPV is still not guaranteed on nursing programs, as often lack adequate training, leaving graduates ill equipped to assist IPV victims. To assess the effects of a Case Method educational intervention on nursing students’ IPV Preparedness, Knowledge and Attitudes. Pre-post quasi-experimental design. The intervention was integrated into the nursing course “Ethics and Legislation” including two main components: (1) a theoretical session focused on identifying and responding to IPV based on a clinic guide, and (2) a practical session involving simulated patient scenarios, placing students in a situation of attending to a IPV victim. Participants completed pre- and post-intervention assessments using an adapted version of the PREMIS scale. Additionally, a post-intervention survey was administered to assess students’ knowledge and satisfaction with the activity and methodology. A total of 142 students (87% females; 91% under 25 years of age) participated in the intervention. They showed significant improvements in perceived Preparedness and Knowledge (p < 0.001). Attitudes toward IPV improved overall (p = 0.007), with particularly notable gains among female students (p = 0.015), where the ‘Alcohol and Drugs’ subscale was the only one with a significant increase again overall (p < 0.001) and among women (p < 0.001). No significant differences were found based on age, gender, or previous training. Most surveyed students (n = 81) would recommend the activity (79%), 57% favoured it over traditional lectures, and over 80% answered knowledge questions correctly. The Case Method proved effective in enhancing nursing students’ self-perceived Preparedness and Knowledge dimensions in relation to IPV. Moreover, it was well received, indicating that its inclusion in nursing curricula could better prepare future healthcare professionals to address IPV.