PURPOSE: This study aimed to explore nurses' (N= 22) and physicians' (N= 5) educational needs in the context of their perceived seclusion and restraint-related mode of action and need for support. METHOD: The data were collected by focus group (N= 4) interviews and analyzed with inductive content analysis. RESULTS: Participants recognized a need for on-ward and problem-based education and infrastructural and managerial support. The declared high ethical principles were not in accordance with the participants' reliance on manpower and the high seclusion and restraint rates. PRACTICE IMPLICATIONS: Future educational programs should bring together written clinical guidelines, education on ethical and legal issues, and the staff's support aspect.
PURPOSE: This study aimed to explore nurses' (N= 22) and physicians' (N= 5) educational needs in the context of their perceived seclusion and restraint-related mode of action and need for support. METHOD: The data were collected by focus group (N= 4) interviews and analyzed with inductive content analysis. RESULTS:Participants recognized a need for on-ward and problem-based education and infrastructural and managerial support. The declared high ethical principles were not in accordance with the participants' reliance on manpower and the high seclusion and restraint rates. PRACTICE IMPLICATIONS: Future educational programs should bring together written clinical guidelines, education on ethical and legal issues, and the staff's support aspect.