A Study to Assess the Knowledge of Applying Restraint to A Psychiatric Patient Among 4th Year B.SC. Nursing Students in Smt. Nagarathnamma College of Nursing

Abstract

Introduction: The use of restraints in psychiatric care is a critical but ethically sensitive practice aimed at preventing harm during episodes of aggression, agitation, or risk of self injury. Although restraints may be necessary in emergencies, their improper or uninformed use can cause physical harm, psychological trauma, and violation of patient rights. Nurses, as frontline caregivers, must possess adequate knowledge and ethical understanding to ensure safe and compassionate application of restraints. Objectives: The study was conducted to assess the level of knowledge among 4th year B.Sc. Nursing students regarding the application of restraints to psychiatric patients and to identify factors associated with knowledge levels. The research also aimed to highlight gaps in training and provide evidence for improving psychiatric nursing education. Methods: A descriptive cross-sectional design was adopted, and data were collected from 70 fourth-year B.Sc. Nursing students at Smt. Nagarathnamma College of Nursing, Bengaluru. A structured self-administered questionnaire containing 30 knowledge-based items was used. Responses were analysed using descriptive and inferential statistics to evaluate knowledge levels and associations with demographic factors. Results: Findings revealed that 47.1% of students had adequate knowledge, 35.7% had moderate knowledge, and 17.1% demonstrated inadequate knowledge of restraint application. The mean knowledge score was 17.36 (SD = 6.78), with scores ranging between 4 and 27. Socioeconomic status was significantly associated with knowledge levels (p = 0.025), whereas no significant association was found with gender, age, marital status, family income, or residential status. Conclusion: The study concludes that while most students demonstrated moderate to adequate knowledge of restraint application, gaps remain that could impact clinical practice. Strengthening the nursing curriculum with simulation-based training, ethical and legal frameworks, and de-escalation strategies is essential to prepare students for safe, patient centered psychiatric care. Keywords: Psychiatric nursing, Restraint, Nursing students, Knowledge assessment