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Almarwani AM, Alenezi A, Almutairi M, Alhowaymel FM, Alzahrani NS, Alharbi HF, Abaoud AF. Bullying Behaviors and Stress (Acute and Perceived) among Undergraduate Nursing and Midwifery Students: The Moderating Role of Gender and Academic Majors. Healthcare (Basel) 2024; 12:1588. [PMID: 39201147 PMCID: PMC11353647 DOI: 10.3390/healthcare12161588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2024] [Revised: 07/22/2024] [Accepted: 07/26/2024] [Indexed: 09/02/2024] Open
Abstract
BACKGROUND Nursing and midwifery professionals' well-being may be affected by various factors, including the bullying of new nurses. PURPOSE To analyze the relationship between bullying behaviors, perceived stress, and acute stress among undergraduate nursing and midwifery students in Saudi Arabia, as well as the moderating role of gender and academic majors in this relationship. METHOD A cross-sectional correlation design was used, and data were collected from 322 undergraduate nursing and midwifery students enrolled in four major nursing universities in Saudi Arabia. RESULTS Educational level, environment, and personal attacks had a significant negative impact on perceived and acute stress (social and non-social), while hostility toward academic achievement and direct negative behaviors had significant positive impacts on perceived and acute stress (social and non-social). Female nursing students reported a stronger impact of bullying behavior on their perceived stress, while male students reported a greater impact on social and non-social stress. Nursing students reported a stronger impact of bullying on perceived stress, while midwifery students reported a greater impact on social and non-social stress. DISCUSSION Nursing educators should raise awareness about the harmful effects of bullying and emphasize the importance of creating a safe, supportive learning environment.
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Affiliation(s)
- Abdulaziz Mofdy Almarwani
- Department of Psychiatric Nursing, College of Nursing, Taibah University, Medina 42353, Saudi Arabia
| | - Atallah Alenezi
- Department of Nursing Sciences, College of Applied Medical Sciences, Shaqra University, Shaqra 11961, Saudi Arabia (F.M.A.); (A.F.A.)
| | - Mohammed Almutairi
- Department of Medical Surgical Nursing, College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia
| | - Fahad M. Alhowaymel
- Department of Nursing Sciences, College of Applied Medical Sciences, Shaqra University, Shaqra 11961, Saudi Arabia (F.M.A.); (A.F.A.)
| | - Naif S. Alzahrani
- Department of Medical Surgical Nursing, College of Nursing, Taibah University, Medina 42353, Saudi Arabia
| | - Hanan F. Alharbi
- Maternity and Pediatric Nursing Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Abdulaziz Fahad Abaoud
- Department of Nursing Sciences, College of Applied Medical Sciences, Shaqra University, Shaqra 11961, Saudi Arabia (F.M.A.); (A.F.A.)
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Birks M, Harrison H, Zhao L, Wright H, Tie YC, Rathnayaka N. Nursing students' experience of bullying and/or harassment during clinical placement. NURSE EDUCATION TODAY 2024; 136:106151. [PMID: 38479329 DOI: 10.1016/j.nedt.2024.106151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2023] [Revised: 02/12/2024] [Accepted: 02/29/2024] [Indexed: 03/24/2024]
Abstract
PROBLEM OR BACKGROUND Bullying is a recognised problem in nursing. Nursing students are particularly vulnerable. Bullying and harassment of nursing students can be detrimental to both students and recipients of care. AIM This study aims to identify the incidence and nature of bullying and/or harassment experienced by nursing students in Sri Lanka. METHODS A cross-sectional survey consisting of eight demographic questions and 15 items specific to the experience of bullying and harassment was administered to nursing students online. FINDINGS A total of 656 students from 26 nursing education institutions in Sri Lanka participated. The majority were female with a mean age of 24.4 years. More than a quarter of respondents reported that they had experienced bullying and/or harassment while on clinical placement, with a further 16.7 % being unsure. Most bullying or harassment (55 %) occurred in hospitals with 29 % experienced in community settings. Registered nurses, including nurse managers and clinical facilitators were the most common perpetrators. Verbal abuse was the most frequent type of behaviour reported. DISCUSSION These findings support existing literature that indicates that bullying of nursing students is an international phenomenon. The context of this study provides clues as to how culture may influence the problem. There is a need to better understand bullying and harassment in the environments in which it occurs, in order to identify strategies that can bridge cultures and settings. CONCLUSION The incidence of bullying and harassment of nursing students in Sri Lanka is concerning. Further research is needed to identify and evaluate targeted strategies to help prevent negative outcomes in all nursing contexts.
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Affiliation(s)
- Melanie Birks
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia.
| | - Helena Harrison
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia
| | - Lin Zhao
- Discipline of Nursing, School of Health & Biomedical Sciences, RMIT University, Bundoora 3083, Victoria, Australia
| | - Helen Wright
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia
| | - Ylona Chun Tie
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia
| | - Nadun Rathnayaka
- Academic Department, International Institute of Health Sciences Multiveristy, Welisara 71722, Columbo, Sri Lanka
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Zhou J, Wang Y, Zeng Q, Zeng Y, Liu Q, Tan S, Gang H. Global prevalence of bullying and associated factors among nursing students during clinical practice: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 133:106090. [PMID: 38150777 DOI: 10.1016/j.nedt.2023.106090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 12/11/2023] [Accepted: 12/19/2023] [Indexed: 12/29/2023]
Abstract
OBJECTIVE This meta-analysis aims to estimate the global prevalence of bullying among nursing students during clinical practice and identify associated factors. DESIGN Systematic review and meta-analysis. REVIEW METHODS AND DATA SOURCES We conducted a comprehensive literature search across ten databases (PubMed, Cochrane, Web of Science, Embase, CINAHL, PsycINFO, Scopus, Chinese Biomedical, China National Knowledge Internet, and WANFANG) from their inception to January 3, 2023. Two researchers independently screened potentially eligible studies, extracted data, and assessed study quality. Data were analyzed using random-effects or fixed-effects models. Subgroup analyses and meta-regression explored the influence of participant and study characteristics on bullying prevalence. Publication bias and sensitivity analyses were also performed. RESULTS We included 28 studies (N = 9511) from 13 countries on five continents. The pooled estimate of bullying prevalence among nursing students during clinical practice was 65.60 % (95 % CI 55. 75 to 74.27), with no evidence of publication bias (t = 1.51, p-value = 0.14). Subgroup and moderator analyses highlighted the impact of country, continent, publication year, and assessment tool on bullying prevalence. CONCLUSION Nursing students face a high prevalence of bullying during clinical practice. Addressing this issue in nursing education requires prioritizing associated factors, fostering a culture of safety, providing effective training, and promoting individual resilience. These actions can prevent and mitigate bullying, creating a supportive and empowering learning environment for future nurses.
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Affiliation(s)
- Jing Zhou
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China; Dazhou Vocational and Technical College, Dazhou, Sichuan, China
| | - Yuqiang Wang
- Chengdu Fifth People's Hospital, Chengdu, Sichuan, China
| | - Qinglin Zeng
- School of Clinical Medicine, Sichuan College of Traditional Chinese Medicine, Mianyang, China
| | - Yanli Zeng
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China.
| | - Qin Liu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Shiliang Tan
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Haiju Gang
- Chengdu Vocational and Technical College, Chengdu, Sichuan, China
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Sharif-Nia H, Marôco J, Rahmatpour P, Allen KA, Kaveh O, Hoseinzadeh E. Bullying behaviors and intention to drop-out among nursing students: the mediation roles of sense of belonging and major satisfaction. BMC Nurs 2023; 22:417. [PMID: 37940934 PMCID: PMC10631184 DOI: 10.1186/s12912-023-01584-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 10/30/2023] [Indexed: 11/10/2023] Open
Abstract
Bullying in academic settings has long-lasting implications on students' well-being and career prospects, particularly in fields like nursing that require a high level of interpersonal skills and emotional resilience. This study explored the relationships between experiences of bullying and intentions to drop out among Iranian nursing students, with major satisfaction and a sense of belonging serving as mediating factors. A cross-sectional research design was employed from April to June 2023. Undergraduate nursing students (n = 386) filled out a five-part questionnaire namely demographic and educational information, bullying behaviors in nursing education environments, the Belongingness scale, intention to drop out, and academic major satisfaction scale. The study confirmed that experiences of bullying positively correlated with intentions to drop out, negatively affected students' sense of belonging and major satisfaction, and established that course satisfaction and a sense of belonging acted as mediators between bullying and intentions to drop out. The findings show the urgent need for anti-bullying interventions targeting faculty behavior and educational strategies aimed at fostering a sense of belonging and course satisfaction among nursing students.
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Affiliation(s)
- Hamid Sharif-Nia
- Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran
- Department of Nursing, Amol Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - João Marôco
- William James Centre for Research ISPA - Instituto Universitário PT & FLU Pedagogy, Nord University, Bodø, NO, Norway
| | - Pardis Rahmatpour
- School of Nursing, Alborz University of Medical Sciences, Karaj, Iran.
| | - Kelly A Allen
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia
- Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia
| | - Omolhoda Kaveh
- School of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - Esmaeil Hoseinzadeh
- Department of Nursing, School of Nursing and Midwifery, Gorgan Branch, Islamic Azad University, Gorgan, Iran
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Goddard D, Mason HM. LATERAL VIOLENCE IN THE NURSING PROFESSION. Gastroenterol Nurs 2023; 46:259-262. [PMID: 37074980 DOI: 10.1097/sga.0000000000000734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Accepted: 02/04/2023] [Indexed: 04/20/2023] Open
Affiliation(s)
- Denise Goddard
- Denise Goddard, DNP, MSN, FNP-C, RN, is Assistant Professor, Angelo State University, San Angelo, Texas
- Heather M. Mason, BSN, RN, is Graduate Student FNP Program, Angelo State University, San Angelo, Texas
| | - Heather M Mason
- Denise Goddard, DNP, MSN, FNP-C, RN, is Assistant Professor, Angelo State University, San Angelo, Texas
- Heather M. Mason, BSN, RN, is Graduate Student FNP Program, Angelo State University, San Angelo, Texas
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Addressing bullying and incivility in clinical nursing education. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.05.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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7
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Fennimore L. Remote Teaching About Bullying. J Nurs Educ 2022; 61:111. [PMID: 35112949 DOI: 10.3928/01484834-20211213-09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Rusticus SA, Wilson D, Jarus T, O’Flynn-Magee K, Albon S. Exploring student perceptions of the learning environment in four health professions education programs. LEARNING ENVIRONMENTS RESEARCH 2022; 25:59-73. [PMID: 33519295 PMCID: PMC7822397 DOI: 10.1007/s10984-021-09349-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Accepted: 01/13/2021] [Indexed: 05/22/2023]
Abstract
The desire to support student learning and professional development, in combination with accreditation requirements, necessitates the need to evaluate the learning environment of educational programs. The Health Education Learning Environment Survey (HELES) is a recently-developed global measure of the learning environment for health professions programs. This paper provides evidence of the applicability of the HELES for evaluating the learning environment across four health professions programs: medicine, nursing, occupational therapy and pharmaceutical sciences. Two consecutive years of HELES data were collected from each program at a single university (year 1 = 552 students; year 2 = 745 students) using an anonymous online survey. Reliability analyses across programs and administration years supported the reliability of the tool. Two-way factorial ANOVAs with program and administration year as the independent variables indicated statistically- and practically-significant differences across programs for four of the seven scales. Overall, these results support the use of the HELES to evaluate student perceptions of the learning environment multiple of health professions programs.
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Affiliation(s)
- Shayna A. Rusticus
- University of British Columbia, Vancouver, Canada
- Psychology Department, Kwantlen Polytechnic University, Surrey, Canada
| | - Derek Wilson
- University of British Columbia, Vancouver, Canada
| | - Tal Jarus
- University of British Columbia, Vancouver, Canada
| | | | - Simon Albon
- University of British Columbia, Vancouver, Canada
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Hallett N, Wagstaff C, Barlow T. Nursing students' experiences of violence and aggression: A mixed-methods study. NURSE EDUCATION TODAY 2021; 105:105024. [PMID: 34217030 DOI: 10.1016/j.nedt.2021.105024] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 05/21/2021] [Accepted: 06/15/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Violence and aggression cause significant problems for nursing staff and students working across healthcare. OBJECTIVES To identify the prevalence of aggression experienced by nursing students whilst on clinical placement in one UK city, and rates and experiences of reporting of aggression. DESIGN A convergent mixed method design, with mixing occurring at the objective and inference stages. PARTICIPANTS Preregistration nursing students who had completed at least one clinical placement. METHODS A cross-sectional survey and concurrent focus groups were conducted between May and December 2018. Students completed the 'Students' Experiences of Violence and Aggression Survey' (SEVAS) and were separately invited to participate in focus groups. RESULTS There were 129 responses to the survey and 36 students participated in five focus groups. Only about a third of non-physical aggression was reported and around half of the physical aggression and sexual harassment. Very few incidents were reported to the university. Themes from the focus groups encompassed ideas of the ubiquity of violence, that students did not know what they were doing, and issues of racism, bullying, and compassion. CONCLUSIONS Universities have a responsibility to students; this includes preparing them adequately to manage aggression, and ensuring reporting is easy to do and adequately dealt with. A majority of students who responded to the survey had experienced non-physical aggression in the past year (81%), over half had experienced physical aggression (56%) and more than one in three had experienced sexual harassment (40%).
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Affiliation(s)
- Nutmeg Hallett
- School of Nursing, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom of Great Britain and Northern Ireland.
| | - Chris Wagstaff
- School of Nursing, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom of Great Britain and Northern Ireland.
| | - Tony Barlow
- School of Nursing and Midwifery, Birmingham City University, Bevan House, Edgbaston, Birmingham B15 3TN, United Kingdom of Great Britain and Northern Ireland.
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Fernández-Gutiérrez L, Mosteiro-Díaz MP. Bullying in nursing students: A integrative literature review. Int J Ment Health Nurs 2021; 30:821-833. [PMID: 33848043 DOI: 10.1111/inm.12854] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 01/26/2021] [Accepted: 02/03/2021] [Indexed: 11/29/2022]
Abstract
The purpose of this integrative review was to analyse the current situation of bullying in nursing students through an exhaustive review of the last 10 years. As the sources of information, we used electronic databases, such as Medline, CINAHL, PubMed, Cochrane, and SciELO, using bullying, nursing students, and clinical environment as search terms. We based the methodology of the study in PRISMA checklist. Articles were selected for their relevance and suitability for the purpose, and they were constructed into a table. A critical appraisal was done using MMAT TOOL and AACOODS checklist. Papers were analysed using a constant comparison and a concept mapping. Finally, 30 articles were included. We analysed: prevalence, profile of the victim and perpetrator, type of violence, and bullying consequences. Bullying prevalence varied from 9-96% according to the author. Differences about the influence of sociodemographic variables were detected, there is no consensus about age, gender, or educational level. Bullying in nursing students is an important problem that affects all spheres of their life. Harassment also has consequences for the patient and for the health organization, so it is really important to take action regarding bullying and to act to victims, perpetrators, and health organizations. Regarding to implications for nursing practice, we found that some interventions were useful to reduce bullying, so it is important to participate in intervention programmes to eventually stop this problem. This study has revealed that more research on the efficacy of psychological intervention programmes to help students cope with bullying situations is essential.
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O'Flynn-Magee K, Ong S, Esson L. Stepping out of the shadows: Creating a graphic novella to address bullying in nursing education. NURSE EDUCATION TODAY 2021; 99:104740. [PMID: 33601243 DOI: 10.1016/j.nedt.2020.104740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Revised: 12/01/2020] [Accepted: 12/16/2020] [Indexed: 06/12/2023]
Abstract
The prevalence of bullying in nursing and nursing education is of serious concern. Not only is bullying an issue at the interpersonal level, it is also pervasive at structural and institutional levels. Addressing bullying requires attention to all levels. In previous published work, we emphasized the importance of transparent and easily accessible processes and reporting mechanisms for students if or when they witness or experience bullying in nursing education. In this paper, we describe one of a number of education initiatives designed to inform stakeholders (students, faculty members, clinical instructors, registered nurses, clinical education leaders) about the prevalence of bullying, the nature of bullying, the consequences of bullying, and some strategies to address bullying in nursing education. We chose a creative approach in the form of a graphic novella (aka comic) because we believed that this medium would be visually appealing and user friendly and would therefore draw stakeholders, especially students, to the sensitive nature of the content embedded within it.
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Affiliation(s)
- Kathy O'Flynn-Magee
- University of British School of Nursing, T201-2211 Wesbrook Mall, Vancouver, BC V6K1Z4, Canada; University of British Columbia, Vancouver, Canada.
| | - Suhan Ong
- University of British School of Nursing, T201-2211 Wesbrook Mall, Vancouver, BC V6K1Z4, Canada; University of British Columbia, Vancouver, Canada.
| | - Lynne Esson
- University of British School of Nursing, T201-2211 Wesbrook Mall, Vancouver, BC V6K1Z4, Canada; University of British Columbia, Vancouver, Canada.
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Midwifery students' experiences of bullying and workplace violence: A systematic review. Midwifery 2020; 90:102819. [PMID: 32827840 DOI: 10.1016/j.midw.2020.102819] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 07/15/2020] [Accepted: 08/14/2020] [Indexed: 11/21/2022]
Abstract
BACKGROUND Workplace violence directed at registered midwives in the maternity setting has been a recognised issue since the early 1990s. More recently it has become evident that midwifery students are also victims of bullying and harassment whilst on clinical placement. Due to the short and long-term impacts this has on students, it is likely to have a detrimental effect on the future and sustainability of the midwifery profession. As a basis for designing a response, it is important to understand what is currently known about this phenomenon. AIM To systematically review the literature to identify what is known about workplace violence and bullying experienced by midwifery students whilst on clinical placement. METHOD Reporting of this review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A search was undertaken of all primary research that focussed upon workplace violence and bullying involving midwifery students whilst on clinical placement, published between January 1990 and December 2019. Pre-defined terms were used to search the following five databases: CINAHL, Web of Science, MEDLINE, Embase, supplemented with Google Scholar. Additional manual searches of reference lists were conducted. An assessment of the quality of each eligible study was then undertaken using an appropriate mixed methods appraisal tool (MMAT). Extracted data were then synthesised using thematic synthesis. FINDINGS Nine articles met the criteria for inclusion in the review. Studies were primarily qualitative, with some reporting descriptive statistics that do not enable key issues such as prevalence to be reliably addressed. The synthesis identified four main themes that related to workplace violence and bullying of midwifery students whilst on clinical placement. Results were clustered around the role of power in bullying, prevalence and impacts, the culture of compliance, and the victim's response. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE A broader understanding of the nature of workplace violence and bullying and how it manifests itself is beginning to emerge, but more and higher quality research is required to establish an empirical base on which to design interventions. Studies suggest that bullying is common and has significant impacts at both a personal and professional level. This strongly reinforces a need for greater policy and organisational responses to bullying in the clinical education context, in order to break the bullying cycle and ensure the midwives of the future remain in the profession and sustain the workforce.
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Olsen JM, Aschenbrenner A, Merkel R, Pehler SR, Sargent L, Sperstad R. A Mixed-Methods Systematic Review of Interventions to Address Incivility in Nursing. J Nurs Educ 2020; 59:319-326. [DOI: 10.3928/01484834-20200520-04] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 02/26/2020] [Indexed: 11/20/2022]
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O'Flynn-Magee K, Rodney P, Pearson M, Afonso Burnay M, Daly Z. Interrupting the cycle of bullying witnessed or experienced by nursing students: An ethical and relational action framework. NURSE EDUCATION TODAY 2020; 91:104458. [PMID: 32521423 DOI: 10.1016/j.nedt.2020.104458] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Revised: 02/13/2020] [Accepted: 04/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The prevalence of bullying experienced by nursing students continues to be a substantial concern for the profession, especially for nurse educators. It is also an issue in other health care professional programs. OBJECTIVES To explore how educational institutions address bullying experienced by nursing and other health care professional students, with the goal of creating a set of procedures for reporting bullying if students witness or experience it during their education. DESIGN Qualitative Description. Our central question was "What processes and resources do faculty members use when students disclose an experience related to bullying?" SETTINGS Educational institutions in Western Canada. PARTICIPANTS Nine faculty members and one staff member with a student service role from nursing and other health care profession programs. METHODS Semi-structured interviews. RESULTS We found significant variation in interviewees' conceptions of bullying and the policies, processes, and resources for addressing bullying within programs. We adopted an existing definition of bullying; designed a set of procedures focused on reporting mechanisms; and developed a guiding framework entitled Addressing Bullying in Nursing Education: An Ethical and Relational Action Framework. CONCLUSIONS Nursing and other health care professional programs should ensure they have 1) clear and transparent procedures to report bullying 2) education about bullying for students and faculty.
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Affiliation(s)
| | - Patricia Rodney
- University of British Columbia, School of Nursing, Vancouver, Canada.
| | - Marion Pearson
- University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, Canada.
| | | | - Zachary Daly
- University of British Columbia, School of Nursing, Vancouver, Canada.
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Shen H, Wang H, Yan L, Liu W, Zhang J, Zhou F, Kong S, Deng L. Incivility in nursing practice education in the operating room. NURSE EDUCATION TODAY 2020; 88:104366. [PMID: 32097826 DOI: 10.1016/j.nedt.2020.104366] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2019] [Revised: 12/10/2019] [Accepted: 02/07/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Incivility toward nursing students has been identified as a contributor to negative experiences in clinical education and may cause a weakened learning environment, anxiety, depression and workplace violence. However, few data with regard to uncivilized behavior toward nursing students in the operating room are available. The operation room is a special place where the tempo is fast and the risk is high. Nursing students may have to face pressure from different people, such as anesthesiologists, surgeons, clinical instructors, and staff nurses. OBJECTIVES To explore uncivilized behavior toward nursing students in the operating room and to discuss the source of uncivilized behavior and the attitude of clinical instructors when it occurs. METHOD A total of 215 nursing students in the operating room of the Second XiangYa Hospital from January to December 2018 were investigated. The uncivilized behavior in clinical nursing education tool and self-designed questionnaire were used. RESULTS The incivility mean score was (4.6 ± 6.7). In all, 122 (56.7%) participants had experienced various degrees of uncivilized behavior in the operating room. There were significant differences in incivility toward students according to degree of education and age. The most frequent uncivilized behavior toward students was raising of the voice when speaking to students (41.9%), followed by inappropriate tone (36.7%), being embarrassed in front of others (36.3%), and snide remarks (34.4%). Surgeons (59%) were considered as the most important source of uncivil behaviors, followed by staff nurses (46.7%). When students experienced uncivilized behavior, 61.5% clinical instructors defended and comforted them, 23% comforted them privately, 13.1% ignored them, and 2.5% even criticized them together with the uncivil behavior actor. CONCLUSION Nursing managers and instructors should pay more attention to the incivility toward students and take actions to foster a healthy, civilized and respectful work environment in the operating room for students.
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Affiliation(s)
- Haiyan Shen
- Clinical Nursing Teaching and Research Section, Operation Room, The Second XiangYa Hospital, Central South University, Changsha, Hunan 410011,China
| | - Huiping Wang
- Clinical Nursing Teaching and Research Section, Operation Room, The Second XiangYa Hospital, Central South University, Changsha, Hunan 410011,China
| | - Lixia Yan
- Changsha Social Work College, Changsha, Hunan 410011,China
| | - Weihong Liu
- Clinical Nursing Teaching and Research Section, Operation Room, The Second XiangYa Hospital, Central South University, Changsha, Hunan 410011,China
| | - Jie Zhang
- Clinical Nursing Teaching and Research Section, Operation Room, The Second XiangYa Hospital, Central South University, Changsha, Hunan 410011,China
| | - Fei Zhou
- Clinical Nursing Teaching and Research Section, Operation Room, The Second XiangYa Hospital, Central South University, Changsha, Hunan 410011,China
| | - Shanshan Kong
- Xiangya Nursing School of Central South University, Changsha, Hunan 410011,China
| | - Lu Deng
- Clinical Nursing Teaching and Research Section, Operation Room, The Second XiangYa Hospital, Central South University, Changsha, Hunan 410011,China.
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Minton C, Birks M. "You can't escape it": Bullying experiences of New Zealand nursing students on clinical placement. NURSE EDUCATION TODAY 2019; 77:12-17. [PMID: 30913471 DOI: 10.1016/j.nedt.2019.03.002] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2018] [Revised: 02/14/2019] [Accepted: 03/18/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Bullying in nursing is not a new phenomenon and nursing students are not exempt from its effects, however there is limited literature that deals directly with bullying of nursing students within the clinical environment in New Zealand. Quality clinical placements are vital to facilitate the link between theory and practice whilst working in complex healthcare settings. AIM The purpose of this article is to present the experiences described by nursing students regarding the nature and extent of bullying during clinical placements. DESIGN This study employed a cross-sectional survey design using an electronic survey in which this paper focuses on the textual data provided by nursing students from across New Zealand. Data was analysed by coding and grouping into themes. RESULTS There were numerous uncivil behaviours students were subject to during clinical placements. The consequences of these behaviours had physical, psychological and financial implications for students, with some suggestions that they choose to leave the nursing profession. CONCLUSIONS Predominantly the practice setting is clearly not nurturing enough for nursing students; a situation unlikely to change in the near future. Hence academic institutions must be proactive in developing students' ability to address incivility in these environments and to educate their own staff on how to recognise and respond to bullying in the clinical arena.
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Affiliation(s)
- Claire Minton
- School of Nursing, Massey University, Tennent Drive 4442, Palmerston North, New Zealand.
| | - Melanie Birks
- College of Healthcare Science, Division of Tropical Health and Medicine, James Cook University, 1 James Cook Drive, Townsville, Australia
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