Student Theses, Dissertations and Capstones

Document Type


Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.


College of Nursing

First Advisor

Linda Evans

Second Advisor

Diane Whitehead

Third Advisor

Dana Mills

Publication Date / Copyright Date



Nova Southeastern University


Integrating injury prevention into healthcare education has been recommended for over 10 years. However, the literature reveals little about how injury prevention is incorporated into nursing curricula. This study aimed to evaluate if unintentional injury prevention was being taught in pre-licensure baccalaureatenursing education. The Essentials of Baccalaureate Education for Professional Nursing Practice (2008), the Recommended Baccalaureate Competencies and Curricular Guidelines for Public Health Nursing (2018), and the Institute of Medicine’s Initiative on the Future of Nursing: Leading Change, Advancing Health (2011) were utilized as the driving forces to support injury prevention inclusion. The research questions inquired if pre-licensure baccalaureate CCNE-accredited nursing programs were incorporating injury prevention into curricula. If so, the study considered whether primary, secondary, and tertiary prevention strategies were included. Finally, this study assessed the barriers to implementation of injury prevention topics if they were not covered. The research design was guided by Haddon’s matrix of injury prevention with a focus on education involving the pre-event, event, and post-event phase of the matrix (Haddon, 1970). The study was implemented as a non-experimental descriptive study, and a convenience sample of n = 29 surveys from CCNE-accredited universities were evaluated. The findings from this study added to the science of nursingeducation knowledge and identified existing gaps in baccalaureate nursing programs.




Injury prevention, Nursing curriculum, Primary prevention, Secondary prevention, Tertiary prevention



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Nursing Commons