Impact of an Interpersonal Circumplex Model‐Based Learning Module on Psychiatric Nursing Practice: A Qualitative Study.
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| Title: | Impact of an Interpersonal Circumplex Model‐Based Learning Module on Psychiatric Nursing Practice: A Qualitative Study. |
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| Authors: | Kinoshita, Aimi (AUTHOR), Takahashi, Katsuyuki (AUTHOR), Someno, Rie (AUTHOR), Ishida, Shiori (AUTHOR), Shimosato, Seiji (AUTHOR), Sampaio, Francisco (AUTHOR) |
| Source: | Perspectives in Psychiatric Care. 2/23/2026, Vol. 2026, p1-9. 9p. |
| Subjects: | Prevention of violence in the workplace, Nurse-patient relationships, Nurses, Conceptual models, Human services programs, Qualitative research, Research funding, Interprofessional relations, Occupational roles, Patient safety, Hospital nursing staff, Interviewing, Learning, Judgment sampling, Psychology, Sound recordings, Thematic analysis, Human rights, Patient-centered care, Nursing practice, Research methodology, Psychiatric nursing, Interpersonal relations, Psychiatric hospitals, Patients' attitudes |
| Geographic Terms: | Japan |
| Abstract: | Introduction: Preventing violence in psychiatric care requires not only behavior control techniques but also interpersonal competencies rooted in human rights, reflection, and therapeutic collaboration. Aim/Question: This study explores how an interpersonal circumplex‐based learning module influences the understanding and management of patient interactions by psychiatric nursing staff in Japan's Comprehensive Violence Prevention and Protection Program. Method: This qualitative study conducted semistructured interviews with five psychiatric nursing staff members who had Comprehensive Violence Prevention and Protection Program certification, 5–6 months post‐training. Reflexive thematic analysis identified key learning outcomes. Methodological rigor was ensured through member checking, detailed coding reviews, and a recursive thematic analysis, ensuring that the identified themes faithfully reflected participants' experiences. Results: Four themes emerged: (1) Review of Care, (2) Developing Reflective and Structured Practice, (3) Pre‐Escalation Practice, and (4) De‐Escalation Practice. The module enhanced participants' self‐awareness, interpersonal insight, and empathy, improving their ability to interpret complex interactions and use a shared vocabulary for ethical, patient‐centered care. Discussion: The module enabled nursing staff to clearly interpret complex interactions and use a shared vocabulary to guide ethical care practices. It promoted transformative learning and strengthened patient‐centered approaches. Limitations: The small sample size and the absence of patient outcome data limit the results' generalizability. Implications: The module can enrich conventional training by emphasizing pre‐escalation and reflective practice. Recommendations: Studies should assess organizational implementation and incorporate patient perspectives to validate the module's impact. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Introduction: Preventing violence in psychiatric care requires not only behavior control techniques but also interpersonal competencies rooted in human rights, reflection, and therapeutic collaboration. Aim/Question: This study explores how an interpersonal circumplex‐based learning module influences the understanding and management of patient interactions by psychiatric nursing staff in Japan's Comprehensive Violence Prevention and Protection Program. Method: This qualitative study conducted semistructured interviews with five psychiatric nursing staff members who had Comprehensive Violence Prevention and Protection Program certification, 5–6 months post‐training. Reflexive thematic analysis identified key learning outcomes. Methodological rigor was ensured through member checking, detailed coding reviews, and a recursive thematic analysis, ensuring that the identified themes faithfully reflected participants' experiences. Results: Four themes emerged: (1) Review of Care, (2) Developing Reflective and Structured Practice, (3) Pre‐Escalation Practice, and (4) De‐Escalation Practice. The module enhanced participants' self‐awareness, interpersonal insight, and empathy, improving their ability to interpret complex interactions and use a shared vocabulary for ethical, patient‐centered care. Discussion: The module enabled nursing staff to clearly interpret complex interactions and use a shared vocabulary to guide ethical care practices. It promoted transformative learning and strengthened patient‐centered approaches. Limitations: The small sample size and the absence of patient outcome data limit the results' generalizability. Implications: The module can enrich conventional training by emphasizing pre‐escalation and reflective practice. Recommendations: Studies should assess organizational implementation and incorporate patient perspectives to validate the module's impact. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00315990 |
| DOI: | 10.1155/ppc/2763478 |
