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Kang K, Yu M. Workplace Bullying, Hardiness, and Occupational Identity Among Nursing Students: Mediation of Academic Burnout. J Nurs Educ 2024; 63:604-612. [PMID: 39237090 DOI: 10.3928/01484834-20240508-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/07/2024]
Abstract
BACKGROUND Quality clinical environments are crucial in bridging the gap between theoretical knowledge and practical skills. This study explored the mediating role of academic burnout in relation to workplace bullying experience, stress hardiness, and occupational identity among nursing students during clinical practice. METHOD In this cross-sectional study, an online questionnaire was administered to fourth-year nursing students from four universities. Data were collected in March 2023 and analyzed using descriptive statistics, independent t test, one-way analysis of variance, Pearson's correlation coefficient, and PROCESS Macro Model 4. RESULTS In the final sample (N = 202), the correlates of occupational identity were stress hardiness and academic burnout; workplace bullying was not statistically significant. Academic burnout completely and partially mediated the relationship between workplace bullying and occupational identity and between stress hardiness and occupational identity, respectively. CONCLUSION To strengthen nursing students' occupational identity, active attention and management are required to prevent academic burnout and improve stress hardiness. [J Nurs Educ. 2024;63(9):604-612.].
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Choi JS, Kim KY. Factors Affecting Nursing Students' Perception of Workplace Bullying. Healthcare (Basel) 2024; 12:1597. [PMID: 39201156 PMCID: PMC11353704 DOI: 10.3390/healthcare12161597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2024] [Revised: 07/30/2024] [Accepted: 08/09/2024] [Indexed: 09/02/2024] Open
Abstract
Workplace bullying is a critical and prevalent issue that causes serious problems in healthcare settings. However, there is little research on the factors affecting nursing students' perception of workplace bullying despite their forthcoming transition into the nursing profession. Therefore, this study aimed to identify the factors related to nursing students' perception of workplace bullying in Korea. A cross-sectional study was conducted among 242 nursing students who had experienced clinical practice. The survey questionnaire included general characteristics, perceived susceptibility and severity of bullying, and perception of workplace bullying. Data were analyzed using multiple regression analysis. In this study, the significant factors affecting nursing students' perception of workplace bullying included bullying experience in clinical practice and the perceived severity of bullying. Therefore, it is crucial for nursing managers and instructors to have a clear understanding of the bullying situations experienced by nursing students during clinical practice. We should promote the perception of workplace bullying through indirect experiences such as systematic education about workplace bullying for nursing students, which may prevent workplace bullying in clinical practice and work environments. Furthermore, a comprehensive and multifaceted approach is necessary to effectively prevent workplace bullying in clinical practice and work environments. This study reveals that systemic and persistent education and intervention to bullying may improve nursing students' perception of workplace bullying and prevent workplace bullying in clinical practice and work environments. Furthermore, this study provides basic data on the prevention and management of bullying in nursing students' clinical practice.
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Affiliation(s)
| | - Ka Young Kim
- Department of Nursing, College of Nursing, Gachon University, Incheon 21936, Republic of Korea;
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Yang L, Zeng Q, Wang Y, Zhou J, Zeng Y. Why nursing students do not report workplace bullying during clinical practice: A mixed methods systematic review. NURSE EDUCATION TODAY 2024; 142:106341. [PMID: 39128402 DOI: 10.1016/j.nedt.2024.106341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2024] [Revised: 07/24/2024] [Accepted: 08/04/2024] [Indexed: 08/13/2024]
Abstract
BACKGROUND Workplace bullying in clinical nurse education significantly threatens students' well-being and professional development. Despite its prevalence, many incidents go unreported, exacerbating the issue and compromising the quality of care. A significant gap exists in the literature regarding comprehensive mixed-methods systematic reviews on unreported bullying incidents among nursing students. This review aims to address this knowledge gap and propose effective strategies to tackle this pervasive problem. AIM This mixed-methods systematic review aimed to explore the factors influencing the non-reporting of workplace bullying incidents among nursing students during clinical practice. DESIGN Mixed-methods systematic review. REVIEW METHODS AND DATA SOURCES An extensive literature search was conducted across ten databases, including PubMed, Cochrane, Embase, Web of Science, CINAHL, PsycINFO, Scopus, Chinese Biomedical, China National Knowledge Internet, and WANFANG, from database inception to November 1, 2023. Google Scholar and reference lists of included studies were also searched. Studies were selected based on eligibility criteria regarding population, phenomena of interest, and context. Two researchers independently assessed study quality, with disagreements resolved by a third reviewer. Relevant data were extracted and synthesized using the Joanna Briggs Institute's convergent integrated approach, ensuring a comprehensive integration of qualitative and quantitative findings. RESULTS Twenty-one studies met the inclusion criteria, comprising six qualitative, twelve quantitative, and three mixed-methods studies. Four integrated themes emerged from nursing students' perspectives on reasons for not reporting workplace bullying during clinical practice: (i) fear and concerns related to reporting, (ii) concerns about professional image, (iii) barriers and challenges in reporting, and (iv) perceived ineffectiveness of reporting. CONCLUSIONS This systematic review provides valuable insights into nursing students' perspectives on the non-reporting of workplace bullying incidents during clinical practice. Understanding these reasons enables stakeholders to collaboratively develop interventions to create a safer and more supportive environment for nursing students, ultimately enhancing quality care and the well-being of healthcare professionals.
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Affiliation(s)
- Liping Yang
- Chengdu University of Traditional Chinese Medicine, Chengdu, China; College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Qinglin Zeng
- Chengdu Fifth People's Hospital, Chengdu, Sichuan, China
| | - Yuqiang Wang
- Chengdu Fifth People's Hospital, Chengdu, Sichuan, China
| | - Jing Zhou
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China; Dazhou Vocational and Technical College, Dazhou, Sichuan, China
| | - Yanli Zeng
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China.
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Ben-Ahmed HE, Cara C, Brousseau S. Raising nurse educators' awareness regarding caring pedagogical relationships' barriers to foster inclusive simulation settings: Insights from a phenomenological study. Nurse Educ Pract 2024; 79:104059. [PMID: 39003785 DOI: 10.1016/j.nepr.2024.104059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2024] [Revised: 06/29/2024] [Accepted: 07/04/2024] [Indexed: 07/16/2024]
Abstract
AIM The purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers. BACKGROUND A caring pedagogical relationship is a powerful strategy to foster students' learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students' learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation. DESIGN This study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program. RESULTS This paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled "Educator's conscientization regarding barriers to the development of a caring pedagogical relationship". According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators' dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators' experiences and (d) educators' disinterest in students' learning. CONCLUSIONS Leaving caring pedagogical relationships' barriers unaddressed has shown adverse impacts on students' learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students' apprenticeship and suggest political actions to build caring and inclusive simulation environments. STUDY REGISTRATION NUMBER CERSES-19-050-D.
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Affiliation(s)
| | - Chantal Cara
- Faculty of Nursing Sciences, Université de Montréal, Québec, Canada; Distinguished Caring Science Scholar, Watson Caring Science Institute, USA.
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Dafny HA, Waheed N, Cabilan CJ, Johnston S, Pearson V, Adams AM, Phillips C, Brown S, McCloud C. Effectiveness of interventions for the prevention or management of workplace violence in student nurses during clinical placement: A systematic review. J Adv Nurs 2024. [PMID: 39078141 DOI: 10.1111/jan.16357] [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: 02/27/2024] [Revised: 07/15/2024] [Accepted: 07/19/2024] [Indexed: 07/31/2024]
Abstract
AIM To systematically investigate the effectiveness of interventions for managing workplace violence experienced by registered nursing students during clinical placement. DESIGN A systematic review of experimental studies. METHODS The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The key search concepts such as "Nursing students", "Education", "workplace violence", "clinical placement" and "clinical study" were inspected to identify relevant articles (Appendix A). Two independent reviewers completed screening, critical appraisal and data extraction. Due to heterogeneity among the included studies, results were synthesized narratively. DATA SOURCES MEDLINE (Ovid), CINAHL (EBSCOhost), Web of Science Core Collection (Clarivate Analytics), Scopus (Elsevier), Embase (Ovid), Cochrane CENTRAL, ERIC (ProQuest), ProQuest Central and ProQuest Social Science Premium Collection were searched from inception to 27th February 2023. RESULTS A total of 13 studies were included in this review. The predominant intervention for managing workplace violence experienced by registered nursing students during clinical placements was education. Approaches varied among studies and included didactic teaching, e-learning, role-playing and simulation practice. The included studies showed uncertain improvements in registered nursing students' confidence, coping skills, knowledge, competence and self-efficacy in dealing with workplace violence during clinical placements. Only one study assessed the incidence rate of workplace violence and found that a multi-faceted intervention involving both staff and students decreased the incidence. CONCLUSION Given the heterogeneity of educational interventions, the effect of interventions for managing workplace violence during students' clinical placement is uncertain. To address this gap, high-quality, proactive and combined interventions at both institutional and organizational levels are needed.
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Affiliation(s)
- Hila Ariela Dafny
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
- Mparntwe Centre for Evidence in Health, Flinders University: A JBI Centre of Excellence, Alice Springs, Northern Territory, Australia
| | - Nasreena Waheed
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
- College of Nursing, Charles Darwin University, Darwin, Northern Territory, Australia
| | - C J Cabilan
- Work Health and Safety, Occupational Violence Prevention and Management, Work Health and Safety, Canberra Health Services, Canberra, Australian Capital Territory, Australia
- School of Nursing, Midwifery and Social Work, University of Queensland, Brisbane, Queensland, Australia
| | - Sandra Johnston
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Vincent Pearson
- JBI, School of Public Health, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, South Australia, Australia
| | - Anne Mette Adams
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
| | - Craig Phillips
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
| | - Shannon Brown
- Research Engagement Team, Flinders University, Library, Adelaide, South Australia, Australia
| | - Christine McCloud
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
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Dafny HA, McCloud C, Champion S, Pearson V, Hines S, Brown S, Phillips C, Waheed N, Cabilan CJ, Johnston S. Interventions to prevent or manage workplace violence against student nurses during clinical placement: a systematic review protocol. JBI Evid Synth 2024; 22:881-888. [PMID: 38126266 DOI: 10.11124/jbies-22-00441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2023]
Abstract
OBJECTIVES The objective of this review is to investigate the effectiveness of workplace violence management or prevention interventions, including strategies, protocols, and policies, to address violence against, and provide support to, registered nursing students (RNS) following incidents of violence during clinical placement. INTRODUCTION Workplace violence is a global issue that affects victims' physical and mental health. RNS are especially vulnerable to workplace violence because of their limited work experience and confidence. These students often feel shocked and unprepared when experiencing workplace violence due to limited education and support provided by educational institutions or clinical sites. Workplace violence can lead to anxiety, decreased confidence, and professional attrition. There is a need to systematically synthesize the evidence on workplace violence management and prevention to support nursing students during clinical placement. INCLUSION CRITERIA The review will consider studies assessing the effectiveness of interventions to address workplace violence or improve support for RNS. Studies that report on educational interventions or pre-clinical placement strategies and measure the preparedness of students will also be considered. Study designs will be limited to quantitative methods that evaluate intervention effectiveness. METHODS Databases to be searched include MEDLINE (Ovid), CINAHL (EBSCOhost), Web of Science Core Collection, Scopus, Embase (Ovid), Cochrane Central, ERIC (ProQuest), ProQuest Central, ProQuest Social Science Premium Collection, and ProQuest Dissertations and Theses Global. Two independent reviewers will screen, review, appraise, and extract data from eligible articles. For data synthesis, studies will be pooled using JBI SUMARI. The GRADE approach for grading the certainty of evidence will be followed and a Summary of Findings will be created. REVIEW REGISTRATION PROSPERO CRD42022377318.
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Affiliation(s)
- Hila Ariela Dafny
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
- Caring Futures Institute, Flinders University, Adelaide, SA, Australia
- Mparntwe Centre for Evidence in Health, Flinders University: A JBI Centre of Excellence, Alice Springs, NT, Australia
| | - Christine McCloud
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Stephanie Champion
- Caring Futures Institute, Flinders University, Adelaide, SA, Australia
- College of Nursing and Health Sciences, Adelaide, SA, Australia
| | - Vincent Pearson
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Sonia Hines
- Mparntwe Centre for Evidence in Health, Flinders University: A JBI Centre of Excellence, Alice Springs, NT, Australia
- Flinders Rural and Remote Health, NT, College of Medicine and Public Health, Flinders University, Alice Springs, NT, Australia
| | - Shannon Brown
- Library, Flinders University, Adelaide, SA, Australia
| | - Craig Phillips
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Nasreena Waheed
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
- Caring Futures Institute, Flinders University, Adelaide, SA, Australia
- Charles Darwin University, Darwin, NT, Australia
| | - C J Cabilan
- Princess Alexandra Hospital Emergency Department, Brisbane, Qld, Australia
| | - Sandra Johnston
- School of Nursing, Queensland University of Technology, Brisbane, Qld, Australia
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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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Johnston S, Fox A, Patterson S, Jones R, Dafny H, Pich J, Duff J. Australian nursing students' experiences of workplace violence during clinical placement: A cross-sectional study. J Adv Nurs 2024. [PMID: 38571292 DOI: 10.1111/jan.16189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 03/01/2024] [Accepted: 03/22/2024] [Indexed: 04/05/2024]
Abstract
AIM To identify the nature, degree and contributing factors of workplace violence (WPV) incidents experienced by Australian nursing students during clinical placement. DESIGN Descriptive cross-sectional study. METHODS Data were collected from 13 September to 25 November 2022. Eligible participants included all nursing students enrolled in nursing degrees at any Australian university who had completed at least one clinical placement. An adapted version of the WPV in the Health Sector Country Case Study survey was used. RESULTS A total of 381 nursing students across eight states of Australia completed the survey. More than half of the students had experienced an episode of WPV; patients were the most frequent perpetrators. Personal factors of patients, staff and students, organizational factors and cultural norms within the workplace supported acts of WPV. CONCLUSION Student nurses (SNs) most often experience violence from patients during direct care. Patient encounters are the core component of clinical placement. Education providers have a responsibility to effectively prepare students to be able to identify escalating situations and manage potentially violent situations. Registered nurses who supervise students during clinical placement require support to balance their clinical role with student supervision. IMPLICATIONS FOR THE PROFESSION Experiencing WPV can negatively impact relationships between students, healthcare professionals and care recipients. This results in personal distress, decreased job satisfaction and potentially the decision to leave the nursing profession. IMPACT What already is known: SNs are exposed to WPV during clinical placement. WHAT THIS PAPER ADDS More than half the SNs in this study experienced violence inclusive of physical, verbal, racial and sexual harassment. Patients were the predominant perpetrators. Implications for practice/policy: Interventions at individual and systemic levels are required to mitigate WPV. REPORTING METHOD This study is reported using the STROBE guidelines.
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Affiliation(s)
- Sandra Johnston
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Amanda Fox
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
- Centre for Healthcare Transformation, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Susan Patterson
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Rikki Jones
- School of Health, Faculty of Medicine and Health, University of New England, Armidale, New South Wales, Australia
| | - Hila Dafny
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
| | - Jacqueline Pich
- School of Nursing and Midwifery, Faculty of Health, University of Technology, Sydney, New South Wales, Australia
| | - Jed Duff
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
- Centre for Healthcare Transformation, Queensland University of Technology, Brisbane, Queensland, Australia
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Huang Y, Chen D, Li C, Fan Y, Wu Y. The mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice: A cross-sectional study. NURSE EDUCATION TODAY 2024; 135:106129. [PMID: 38342038 DOI: 10.1016/j.nedt.2024.106129] [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: 09/29/2023] [Revised: 01/22/2024] [Accepted: 02/07/2024] [Indexed: 02/13/2024]
Abstract
BACKGROUND Bullying behaviours experienced by nursing interns in clinical practice are a considerable and serious concern. Understanding the factors that influence such behaviours in clinical practice is crucial for developing effective preventive measures and fostering a supportive learning environment. PURPOSE This study aims to investigate the prevalence and influencing factors of bullying behaviours experienced by nursing interns and examine the mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice. METHODS This is a cross-sectional study that used convenience sampling. A socio-demographic information questionnaire, Bullying Behaviours in Nursing Education Scale, Wong and Law's Emotional Intelligence Scale, and Academic Support in the Practicum Scale were used to collect data from nursing interns (n = 813) at seven tertiary hospitals in Changsha, China. Binary logistic regression and mediating analyses were used to explore the factors influencing bullying behaviours in nursing practice and examine the potential mediating role of academic support perception. RESULTS The prevalence of bullying behaviours in clinical practice among 813 nursing interns was 82.7 %. Binary logistic regression analyses indicated that attitude toward the nursing profession, emotional intelligence, and academic support perception were significantly associated with bullying behaviours in clinical practice. Academic support perception (β = 0.375, p < 0.001) played a significant mediating role in the relationship between emotional intelligence and bullying behaviours in clinical practice, accounting for 55.7 % of the total effect. CONCLUSION Nursing educators and administrators should recognise that improving emotional intelligence and enhancing academic support perception among nursing interns can reduce the occurrence of bullying behaviours in clinical practice.
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Affiliation(s)
- Yi Huang
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Dan Chen
- Nursing Department, Medical College, Hunan Normal University, Changsha, China.
| | - Chaofeng Li
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yingying Fan
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yuwei Wu
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
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Ibrahim FM, Rashad Dabou EA, AbdelSamad S, Abuijlan IA. Prevalence of bullying and its impact on self-esteem, anxiety and depression among medical and health sciences university students in RAS Al Khaimah, UAE. Heliyon 2024; 10:e25063. [PMID: 38322961 PMCID: PMC10845683 DOI: 10.1016/j.heliyon.2024.e25063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 01/18/2024] [Accepted: 01/19/2024] [Indexed: 02/08/2024] Open
Abstract
Bullying and peer victimization among medical and health sciences students is a public health issue. This is owing to its detrimental impact and greater risk of psychiatric diseases and psychopathology in childhood, adolescence, and adulthood. As a result, a descriptive cross-sectional research study was conducted to investigate the prevalence of bullying and its influence on self-esteem, anxiety, and depression among medical and health sciences university students in RAS Al- Khaimah, United Arab Emirates. Approximately 369 students from MBBS, BDS, B Pharm, and BSN colleges were selected. The instruments included sociodemographic questions, bullying queries, the Rosenberg Self-Esteem Scale, and the Primary Care Anxiety and Depression Scale. Participants averaged 21.49 ± 2.95. 34.1 % of medical students were bullied. 44.4 % of individuals were called insulting names, making verbal bullying the most common method. The linear regression analysis of bullying data shows that girls (53.2 %) are bullied more than boys (46.8 %). Bullied individuals had a mean score of 43.30 ± 19.74, indicating a higher rate of depression and anxiety. Bullied students had a mean score of 44.62 ± 9.94, indicating lower self-esteem. Significant differences were observed in relation to bullying when considering the variables of the university year, mother's education, and previous experience of bullying (P = 0.002, 0.038, 0.001). It is imperative that universities establish comprehensive protocols to identify instances of such behaviour and provide necessary assistance to victims and their families.
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Affiliation(s)
- Fatma M. Ibrahim
- RAK College of Nursing, RAK Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates
- Faculty of Nursing Mansoura University, Egypt
- Medical-Surgical Nursing department, Faculty of Nursing, Alexandria University, Egypt
| | - Eman Abdelaziz Rashad Dabou
- RAK College of Nursing, RAK Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates
- Medical-Surgical Nursing department, Faculty of Nursing, Alexandria University, Egypt
| | - Shaimaa AbdelSamad
- College of Nursing, RAK Medical and health Sciences University, Ras Alkhaimah, United Arab Emirates
| | - Israa A.M. Abuijlan
- College of Nursing, RAK Medical and health Sciences University, Ras Alkhaimah, United Arab Emirates
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11
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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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Mao A, Cheong PL, Tam HL, Van IK. Nursing students' experiences of sexual harassment - A qualitative study from feminist identity perspective. Nurse Educ Pract 2023; 73:103822. [PMID: 37951066 DOI: 10.1016/j.nepr.2023.103822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 10/01/2023] [Accepted: 10/11/2023] [Indexed: 11/13/2023]
Abstract
AIM To explore experiences of sexual harassment among nursing students in an East Asian region and to gain knowledge of the underlying factors influencing nursing students' conceptualization of and response to sexual harassment. BACKGROUND Nursing students are susceptible to sexual harassment due to gender and power inequality in healthcare systems. Sexual harassment has an adverse impact on the students' physical and mental health. Studies on sexual harassment among nursing students are limited and reported significantly varied occurrence prevalence in different cultures. Feminist identity theory can provide a framework to examine social-culturally constructed perceptions of sexual harassment. DESIGN A qualitative descriptive study. METHODS The study was conducted in Macau, a Special Administrative Region of China. Purposive sampling was applied. Twenty-six nursing students and five nursing educators participated in the study. Semi-structured interviews were conducted. Thematic analysis was used to analyze the interview data. A series of measures were applied to enhance the trustworthiness of the study. RESULTS While most of the students had not experienced or heard of sexual harassment, a limited number claimed sexual harassment as a frequently encountered instance. The students expressed uncertainty about what constituted sexual harassment, mainly due to a lack of exposure to information on sexual harassment. They were caught in a dilemma between exerting nursing professional virtues and exposing the misconduct of the suspected perpetrators, leading to taking passive approaches of ignoring and avoiding as the primary coping strategies. In contrast, nursing educators advocated proactive approaches as coping strategies to address sexual harassment. CONCLUSIONS A conflict between nursing professional identity and feminist identity is observed among nursing students. Healthcare institutions and nursing schools should develop interventions to enhance nursing students' assertiveness to sexual harassment.
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Affiliation(s)
- Aimei Mao
- Kiang Wu Nursing College of Macau, Avenida do Hospital das Ilhas no.447, RAEM, Coloane, Macau, China.
| | - Pak-Leng Cheong
- Kiang Wu Nursing College of Macau, Avenida do Hospital das Ilhas no.447, RAEM, Coloane, Macau, China
| | - Hon-Lon Tam
- Kiang Wu Nursing College of Macau, Avenida do Hospital das Ilhas no.447, RAEM, Coloane, Macau, China; The Nethersole School of Nursing, Chinese University of Hong Kong, Esther Lee Building, N.T., Hong Kong, China
| | - Iat-Kio Van
- Kiang Wu Nursing College of Macau, Avenida do Hospital das Ilhas no.447, RAEM, Coloane, Macau, China
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Cao J, Sun H, Zhou Y, Yang A, Zhuang X, Liu J. Nursing students' experiences of workplace violence based on the perspective of gender differences: a phenomenological study. BMC Nurs 2023; 22:387. [PMID: 37853431 PMCID: PMC10583471 DOI: 10.1186/s12912-023-01551-y] [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: 07/11/2023] [Accepted: 10/04/2023] [Indexed: 10/20/2023] Open
Abstract
BACKGROUND Workplace violence is a worldwide concern, and particularly affects nursing students. It has a seriously negative impact on nursing students' clinical learning experience and their physical and mental health. This study explored whether there are differences in psychological responses and coping styles among different gender nursing students after exposure to workplace violence, and investigated the causes for these differences. METHODS We enrolled 22 nursing undergraduates from Guangzhou Medical University and Zunyi Medical University, China. Phenomenological qualitative research and online semi-structured interviews were conducted. The data were analyzed by the Colaizzi seven-step content analysis method. RESULTS Two categories were collated: psychological experience and coping styles. Three themes of the former were extracted: negative emotional experience, low level of professional identity, and negative effect on self-efficacy. Two themes of the latter: responses to violence and adjustment after violence. In addition, fourteen subthemes were extracted. CONCLUSIONS Different gender nursing students have different psychological experience and coping styles in the face of workplace violence. The causes of the differences are likely related to sociocultural factors and psychological gender status.
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Affiliation(s)
- Jun Cao
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Hongbo Sun
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Ying Zhou
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Anqi Yang
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Xiaoshu Zhuang
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Jiaxian Liu
- School of Nursing, Guangzhou Medical University, Guangzhou, China.
- School of Nursing, Guangzhou Medical University, 195 Dongfeng West Road, Yuexiu District, Guangzhou, P.R. China.
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15
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Qian M, Zhu P, Wu Q, Wang W, Shi G, Ding Y, Zhang H, Gu X, Xu T, Zhang Q. Experience of verbal violence among Chinese nursing students in clinical practice: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:768. [PMID: 37845649 PMCID: PMC10577944 DOI: 10.1186/s12909-023-04741-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 09/30/2023] [Indexed: 10/18/2023]
Abstract
BACKGROUND Workplace violence is prevalent in the nursing profession, and as a relatively junior link of the professional hierarchy, nursing students are not immune to it. Among these, verbal violence may have more serious consequences for the victims than physical violence, but the literature on verbal violence among nursing students in Chinese clinical settings is limited. AIMS To explore the verbal violence experience among Chinese nursing students in clinical practice, and the strategies used by nursing students to cope with violence. DESIGN A descriptive qualitative study. METHODS From January 2022 to June 2022, semi-structured interviews were conducted with 21 nursing students in clinical practice by purposive snowball sampling. Nvivo12 software and inductive content analysis were used for data analysis. This paper followed the COREQ (Consolidated criteria for Reporting Qualitative Research) guidance. RESULTS Through data analysis, three themes were defined:(1) Multiform verbal violence; (2) Hurting and impacting and (3) Struggling or Coping. The findings indicated that nursing students were subjected to multiple forms of verbal violence in clinical practice, not only from patients and caregivers, but also from peers such as clinical tutors and doctors, which not only harmed students' personal health and well-being, but may also contribute to the nursing industry's future loss of human resources. Seeking emotional support from others and forcing themselves to grow up were the most commonly used coping strategies. CONCLUSION Nursing educators and nursing managers need to pay attention to verbal violence in the clinical environment, and actively develop the ability of nursing students to deal with uncivilized behavior. Establishing relevant courses and training such as communication, resilience, and violence prevention, establishing a stricter clinical mentor appointment system, and teaching assessment system may be strategies to help nursing students better perform clinical practice.
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Affiliation(s)
- Meiyan Qian
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Pingting Zhu
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China.
- Jiangsu Key Laboratory of Zoonosis, Yangzhou, China.
| | - Qiwei Wu
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Wen Wang
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Guanghui Shi
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Yinwen Ding
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Hui Zhang
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Xinyue Gu
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - Ting Xu
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
| | - QianQian Zhang
- School of Nursing, School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, China
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Xu W, Feng L, Huang H, Liu S, Ye M, Tang F, Chuang YC, Cai F. Evaluation and improvement of workplace vertical violence of nursing interns based on the Importance-Performance Analysis method. Front Med (Lausanne) 2023; 10:1210872. [PMID: 37841020 PMCID: PMC10569029 DOI: 10.3389/fmed.2023.1210872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 09/12/2023] [Indexed: 10/17/2023] Open
Abstract
Purpose To analyze the key factors related to workplace vertical violence among nursing interns in China and to propose strategies to improve the nursing practice environment. Methods A cross-sectional study was conducted using the Importance-Performance Analysis (IPA) method to analyze the key factors and significance of workplace vertical violence for nursing interns. The data were obtained by administering a workplace vertical violence survey, designed specifically for this study, to 120 nursing interns at a tertiary general hospital in Zhejiang Province, China. Results The results demonstrated that the variables "I was ordered to do something beyond my ability and lacked guidance (C3)," "Errors in work have been repeatedly emphasized, spread, or exaggerated (C8)," "I was unjustly criticized (C9)," "I was withheld or blocked information purposefully (C1)," and "I was belittled at work (C2)" were the most crucial variables for determining the presence of workplace vertical violence of nursing interns. Moreover, they are priority improvement variables. Conclusion Managers must prioritize the use of relevant resources during internships to minimize false reinforcement and unfair criticism. Efforts should focus on improving information sharing, emphasizing the role of nursing interns in clinical work, providing better guidance when arranging for nursing interns to do work that exceeds their capacity, reducing workplace vertical violence, and improving nursing intern practice environments.
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Affiliation(s)
- Weifang Xu
- College of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
- Department of Orthopedics, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, Zhejiang, China
| | - Lili Feng
- College of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
- Department of Nursing, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, Zhejiang, China
| | - Haohao Huang
- College of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
- Department of Burn Wound Repair, The First Affiliated Hospital of Wenzhou Medical University, Wenzhou, China
| | - Siqi Liu
- Department of Intensive Care Unit, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, Zhejiang, China
| | - Mao Ye
- Department of Intensive Care Unit, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, Zhejiang, China
| | - Fuqin Tang
- Department of Nursing, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, Zhejiang, China
| | - Yen-Ching Chuang
- Institute of Public Health and Emergency Management, Taizhou University, Taizhou, Zhejiang, China
- Business College, Taizhou University, Taizhou, Zhejiang, China
- Key Laboratory of Evidence-Based Radiology of Taizhou, Linhai, Zhejiang, China
| | - Fuman Cai
- College of Nursing, Wenzhou Medical University, Wenzhou, Zhejiang, China
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Dafny HA, McCloud C, Pearson V, Brown S, Phillips C, Waheed N, Freeling M, Parry YK, Champion S. Nursing students' experience of workplace violence in clinical practice: A qualitative systematic review. J Clin Nurs 2023; 32:6136-6164. [PMID: 37166364 DOI: 10.1111/jocn.16746] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2022] [Revised: 04/06/2023] [Accepted: 04/20/2023] [Indexed: 05/12/2023]
Abstract
AIMS To systematically identify, appraise and synthesise qualitative studies investigating Registered Nurse students' (RNS) experiences of workplace violence (WPV) while on clinical placement. It is expected that the literature review findings will guide the development of targeted programs and policies to address WPV against RNS. BACKGROUND WPV affects RNS during clinical placements as they are vulnerable to violence due to their limited experience and skills to challenge abusive behaviour. In this review, RNS are students enrolled in a Bachelor of Nursing program to become registered nurses and exclude students who are enrolled in nursing program that does not lead to registration as a registered nurse. For example, enrolled in nursing programs and postgraduate nursing programs. RNS are chosen for their scope of practice and the training requirements. RNS reported experiencing WPV mainly from colleagues, staff, teachers, doctors and supervisors, which resulted in leaving nursing practice, impacting students' progression and healthcare systems. This review examines all types of violence RNS face irrespective of the abuser. METHODS A qualitative systematic review of existing literature was conducted through a comprehensive database search of eight databases MEDLINE, CINAHL, Web of Science, Scopus, Embase, Cochrane Central and ProQuest. Furthermore, reference lists of included studies were searched to identify further research. English language qualitative primary studies of any study design were searched from inception to 6th June 2022 and included if they met the inclusion criteria. Double review process utilised from screening until data synthesis reported according to PRISMA. JBI critical appraisal tools were used to assess the studies, and data extraction utilised JBI QARI tool and screened for credibility and confidence in findings. RESULTS A total of 18 studies met the inclusion criteria, and the studies were conducted in nine countries. Five main themes relating to RNS experiences of WPV while on clinical placement were identified, including: 'Types of workplace violence', 'Perpetrators', 'Causes', 'Consequences' and 'Management of workplace violence'. CONCLUSIONS This qualitative systematic review provides new and significant knowledge in understanding the phenomenon of WPV experienced by RNS while on clinical placement. RELATIVE TO CLINICAL PRACTICE This review highlights the unwillingness of RNS to reach out to instructors or clinical placement leaders in many situations and identifies avenues of support and awareness that are crucial to empower and enabling students to seek support.
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Affiliation(s)
- Hila Ariela Dafny
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
- Mparntwe Centre for Evidence in Health, Flinders University: A JBI Centre of Excellence, Alice Springs, Northern Territory, Australia
| | - Christine McCloud
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
| | - Vincent Pearson
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
| | - Shannon Brown
- Flinders University Library, Adelaide, South Australia, Australia
| | - Craig Phillips
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
| | - Nasreena Waheed
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
- Charles Darwin University, Darwin, Northern Territory, Australia
| | - Michelle Freeling
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
| | - Yvonne Karen Parry
- College of Nursing and Health Sciences, Flinders University, Bedford Park, South Australia, Australia
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
| | - Stephanie Champion
- Caring Futures Institute, Flinders University, Bedford Park, South Australia, Australia
- College of Nursing and Health Sciences, Flinders University, Tonsley, South Australia, Australia
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Baghdadi NA, Alotaibi T, Abdelaliem SMF. Assessing the quality of nursing clinical placement: A quantitative cross-sectional study. Nurs Open 2023; 10:6143-6149. [PMID: 37253073 PMCID: PMC10416032 DOI: 10.1002/nop2.1836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Revised: 02/02/2023] [Accepted: 05/09/2023] [Indexed: 06/01/2023] Open
Abstract
AIM To evaluate the quality of nursing clinical placement among nursing students. DESIGN This is a descriptive cross-sectional study. METHODS Two hundred eighty two nursing student completed self-administered, online questionnaires. The questionnaire assessed participants' socio-demographic data, and the quality of their clinical placement. RESULTS The students had a high mean score for the overall satisfaction of their clinical training placement with high mean score for the item of "patient safety was fundamental to the work of the units" and the item of "I anticipate being able to apply my learning from this placement," while the lowest mean score was related to "This placement was a good learning environment" and "Staff were willing to work with students." Patient or Public Contribution: Quality of clinical placement is critical for improving the everyday quality of care for patients who are in desperate need of caregivers with professional knowledge and skills.
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Affiliation(s)
- Nadiah A. Baghdadi
- Nursing Management and Education Department, College of NursingPrincess Nourah bint Abdulrahman UniversityRiyadhSaudi Arabia
| | - Taghreed Alotaibi
- Community Health Nursing Department, College of NursingPrincess Nourah bint Abdulrahman UniversityRiyadhSaudi Arabia
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Livshiz-Riven I, Hurvitz N, Grinberg K, Halperin O, Spitz A, Itzhaki M, Cohen OG, Blau A, Ziv-Baran T, Westbrook J, Urwin R, Li L, Barnoy S, Reicher S. Nursing students' experiences of unprofessional behaviours and associations with guideline compliance: A multicenter survey. Nurse Educ Pract 2023; 71:103739. [PMID: 37536180 DOI: 10.1016/j.nepr.2023.103739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 07/08/2023] [Accepted: 07/20/2023] [Indexed: 08/05/2023]
Abstract
AIMS To assess the reported prevalence of unprofessional behaviours, including incivility and bullying, experienced by nursing students during their clinical practice. To assess the prevalence of students' abilities to speak up about unprofessional behaviours encountered and infection control concerns; their compliance with standard precautions and COVID-19 guidelines; and their perceived responsibility for infection prevention. Lastly, to describe the potential impact of unprofessional behaviour on compliance with these guidelines. BACKGROUND Unprofessional behaviours in healthcare settings are associated with a wide range of individual and organisational negative outcomes for nurses and nursing students, which may affect patient safety. The COVID-19 pandemic created new challenges for clinical education and for infection control. DESIGN A descriptive cross-sectional design. METHODS A multi-centre survey was carried out in six academic universities and colleges in Israel. The research study involved 369 undergraduate nursing students during 2022. Their clinical experiences were assessed using an online questionnaire. The STROBE guideline was used for accurate reporting. RESULTS 301 (81.6%) students reported experience of unprofessional behaviour while undertaking clinical practice. Students with reported skills to speak up about unprofessional behaviour were less likely to report having experienced these behaviours (p = 0.003). Students who did not experience unprofessional behaviours were more likely to report higher compliance with standard and COVID-19 precaution guidelines (OR 3.624, 95% CI 1.790-7.335, p < 0.001). These students also had a higher perception of personal responsibility toward patient safety (OR 1.757, 95% CI 1.215-2.541, p = 0.003). CONCLUSIONS Nursing students experiencing unprofessional behaviours in the clinical setting reported lower compliance with standard and COVID-19 precautions. In addition, cultivating personal responsibility towards patients' safety may have a positive impact on guidelines compliance. Nursing educators and leaders should develop strategies to enable students to better cope with unprofessional behaviours. Closer cooperation between all stakeholders may promote civility among nurses and nursing students in the clinical setting.
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Affiliation(s)
- Ilana Livshiz-Riven
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel; Quality Unit, Soroka University Medical Center, Beer-Sheva, Israel.
| | - Nancy Hurvitz
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Keren Grinberg
- Department of Nursing Sciences, Faculty of Social and Community Sciences, Ruppin Academic Center, Emek-Hefer, Israel
| | - Ofra Halperin
- Nursing Department, Max Stern Academic College of Emek-Yezreel, Israel
| | - Ahuva Spitz
- Nursing Department, Jerusalem College of Technology, Israel
| | - Michal Itzhaki
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Orli Grinstein Cohen
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Ayala Blau
- Nursing Department, Faculty of Health Sciences, Ariel University, Israel
| | - Tomer Ziv-Baran
- Department of Epidemiology and Preventive Medicine, School of Public Health, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Johanna Westbrook
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Rachel Urwin
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Ling Li
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Sivia Barnoy
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Sima Reicher
- Department of Nursing, Faculty of Health Professions, Ono Academic College, Israel
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20
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Hallett N, Gayton A, Dickenson R, Franckel M, Dickens GL. Student nurses' experiences of workplace violence: A mixed methods systematic review and meta-analysis. NURSE EDUCATION TODAY 2023; 128:105845. [PMID: 37300926 DOI: 10.1016/j.nedt.2023.105845] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 03/31/2023] [Accepted: 05/06/2023] [Indexed: 06/12/2023]
Abstract
OBJECTIVES To identify the prevalence of student-directed violence on clinical placement and description of their related experience during clinical placements. DESIGN Mixed methods systematic review and meta-analysis conducted following Joanna Briggs Institute guidelines and reported according to Preferred Reporting of Systematic Reviews and Meta-Analyses (PRISMA) guidelines. DATA SOURCES CINAHL, Embase, Medline, Proquest, PsycINFO and Google Scholar. REVIEW METHODS Included studies were peer reviewed, published primary studies where pre-registration nursing students were surveyed about their experiences of physical, verbal, or sexual aggression, bullying or racism during clinical placement. Studies were quality assessed but not excluded based on the result. A convergent segregated approach to synthesis and integration was undertaken. Prevalence data were extracted and pooled using both random and quality effects models; separate analyses were conducted by violence type, source, and region. Qualitative data were thematically analysed. RESULTS 14,894 student nurses from 42 studies were included across the meta-analyses. There was substantial heterogeneity in the included data. Pooled prevalence rates ranged from racism 12.2 % to bullying 58.2 %. Bullying (38.8 %) and physical aggression (10.2 %) were most perpetrated by nurses whereas sexual aggression was perpetrated mostly by patients (64.2 %) and physicians (18.6 %). Qualitative findings identified students' descriptions of reasons for, effects of, strategies for dealing with and higher education establishments' responsibilities with regards to workplace violence. CONCLUSIONS Student nurses commonly experience violence during their clinical placements. Given the potential debilitating physical and psychological sequelae of all forms of violence then this study further emphasises the need to use multiple strategies to prevent violence and to better equip student nurses to manage potentially violent incidents, their responses to violence, and to whistle blow or report when they are subject to violence.
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Affiliation(s)
- Nutmeg Hallett
- School of Nursing and Midwifery, Institute of Clinical Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom of Great Britain and Northern Ireland.
| | - Alison Gayton
- School of Nursing and Midwifery, Institute of Clinical Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom of Great Britain and Northern Ireland.
| | - Rachel Dickenson
- Birmingham and Solihull Mental Health NHS Foundation Trust, Saffron - BSMHFT, 100 Showell Green Lane, Birmingham B11 4HL, United Kingdom of Great Britain and Northern Ireland.
| | - Maria Franckel
- Midland Partnership Foundation Trust, 7 Trent Valley Road, David Parry Suite, Lichfield WS13 6EE, United Kingdom of Great Britain and Northern Ireland.
| | - Geoffrey L Dickens
- Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne NE7 7YT, United Kingdom of Great Britain and Northern Ireland.
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Chinene B, Sibiya MN, Nkosi PB. Factors leading to disruptive behaviours at central hospitals in Harare Metropolitan Province: Radiography managers perspectives. J Med Imaging Radiat Sci 2022; 53:580-590. [PMID: 35918287 DOI: 10.1016/j.jmir.2022.07.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 07/04/2022] [Accepted: 07/13/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND The negative consequences of disruptive behaviours involving healthcare workers threatens the institution's image, staff morale, finances, and patient safety. While all kinds of health organisations or settings are potentially exposed to disruptive behaviours, some are at higher risk than others because of both environmental and cultural factors. Such risk should be assessed having regard to the specific situation and conditions in which each healthcare organization operates. AIM The aim of this study was to explore radiography manager's perspectives on the environmental and cultural factors leading to DBs involving radiographers at central hospitals in Harare Metropolitan Province. METHODS An exploratory qualitative study employing in-depth interviews with 11 radiography managers across five departments at three central hospitals selected by criterion purposive sampling was done. The interview data were analysed using Tesch's method of qualitative analysis. RESULTS The key environmental and cultural factors identified included three themes: power hierarchy, work environment and reporting framework. Power hierarchy comprised categories, superiority, professional boundaries and representation. The work environment incorporated categories, trust in leadership, burnout and fatigue and remuneration. Lastly, reporting framework included categories, lack of protocol and reporting culture. CONCLUSION Radiography managers believe that environmental factors play a bigger role in leading to disruptive behaviours that involve radiographers at central hospitals in Harare Metropolitan Province. This underscores the need for hospital and radiography managers to pay particular emphasis on these when formulating policies and procedures to address these behaviours. Addressing DBs ensures that healthy work environments are promoted which in turn ensures that patients receive optimum and safe care. IMPLICATIONS FOR PRACTICE The paper provides an insight into the environmental and cultural dynamics that may trigger disruptive behaviours involving radiographers. This information is invaluable in formulating policies and procedures for addressing these unprofessional behaviours.
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Affiliation(s)
- B Chinene
- School of Allied Health Sciences, Harare Institute of Technology, P. O. Box BE 277, Belvedere, Harare, Zimbabwe.
| | - M N Sibiya
- Faculty of Health Science, Durban University of Technology, 7 Ritson Rd, Musgrave, Berea, Durban 4001, South Africa
| | - P B Nkosi
- Faculty of Health Science, Durban University of Technology, 7 Ritson Rd, Musgrave, Berea, Durban 4001, South Africa
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Mafumo JL, Netshikweta ML. Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa. Health SA 2022; 27:2012. [PMID: 36483493 PMCID: PMC9724023 DOI: 10.4102/hsag.v27i0.2012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 08/30/2022] [Indexed: 07/02/2024] Open
Abstract
BACKGROUND Nurse training in South Africa requires placing learner nurses in real-life setting for them to gain practical experience. To complete their training and be competent practitioners, learner nurses must have expectations and aspirations when they go for practice. AIM This study sought to understand learner nurses' expectations at clinical learning areas during placement. SETTING Four clinical learning areas in the Limpopo province were purposely sampled. Tertiary, regional and district hospitals were sampled to obtain information from different levels of care. METHODS A qualitative, descriptive and contextual design was used to explore the expectations of learner nurses during clinical placements. Permission to conduct the study was obtained from various bodies and ethical considerations were ensured. Nonprobability purposive sampling was used, and six focus groups were formed. Each focus group discussion (FGD) had six to eight participants. The FGDs were according to level of study, with the third and fourth levels each having two FGDs because of the number of participants. RESULTS The following three themes emerged: milieu in the clinical learning areas, learning in the clinical areas and self-actualisation. CONCLUSION The clinical learning areas are institutions of promoting learning through practice. They should promote learning and offer support to learners so that learners meet their expectations, which may prevent discouragement and attrition. CONTRIBUTION This study adds to the body of knowledge in nursing education and practice because when students' expectations are met, their training outcome might be positive leading to competent professional nurses.
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Affiliation(s)
- Julia L Mafumo
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
| | - Mutshinyalo L Netshikweta
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
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MacDonald CM, Hancock PD, Kennedy DM, MacDonald SA, Watkins KE, Baldwin DD. Incivility in practice - incidence and experiences of nursing students in eastern Canada: A descriptive quantitative study. NURSE EDUCATION TODAY 2022; 110:105263. [PMID: 35114439 DOI: 10.1016/j.nedt.2021.105263] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 12/15/2021] [Accepted: 12/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Incivility within nursing is professionally unacceptable. Little research exists regarding student nurses' experiences with incivility from healthcare professionals and others within the clinical environment and particularly within a Canadian context. AIM To describe the incidence and perceptions of incivility experienced by undergraduate nursing students from healthcare professionals and others within clinical practice. METHOD This descriptive study used an electronic survey and was conducted at an eastern Canadian university. Descriptive statistics were applied. RESULTS Of 650 nursing students invited to participate in the study, 260 surveys were fully completed. Of these, 70% of respondents indicated experiencing incivility, mostly in acute care settings. Registered nurses and licensed practical nurses were the major offenders. Discourteous gestures and condescending remarks were the most frequently experienced uncivil acts, resulting in feelings of high anxiety and inadequacy. Participants coped by avoiding communication with the perpetrator. Incivility was rarely reported because of a belief it would be fruitless to do so, lack of awareness of policies and fear of retaliation. CONCLUSIONS Nursing students experience incivility frequently in clinical practice with serious consequences. Recommendations arising from this study encourage educators and healthcare leaders to collaborate to review, implement and evaluate curricula, policies and processes to address incivility.
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Affiliation(s)
| | - Peggy D Hancock
- Western Regional School of Nursing, 1 Brookfield Ave, Corner Brook, NL A2H 6J7, Canada.
| | - Daphne M Kennedy
- Red Deer Polytechnic, 100 College Blvd, Red Deer, Alberta T4N 5H5, Canada.
| | - Sandra A MacDonald
- Memorial University of Newfoundland, 300 Prince Phillip Drive, St John's, NL A1B 3V6, Canada.
| | - Kathy E Watkins
- Centre for Nursing Studies, 100 Forest Road, St. John's, NL A1A 1E5, Canada.
| | - Daisy D Baldwin
- Memorial University of Newfoundland, 300 Prince Phillip Drive, St John's, NL A1B 3V6, Canada.
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24
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Mafumo JL, Tshililo AR, Luhalima TR. Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review. Curationis 2022; 45:e1-e11. [PMID: 35261253 PMCID: PMC8905489 DOI: 10.4102/curationis.v45i1.2172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 09/20/2021] [Accepted: 11/12/2021] [Indexed: 11/24/2022] Open
Abstract
Background Professional socialisation is significant in nursing as it involves immersing learners in the profession so that they adopt the ethical values and conduct of the profession. It is in the clinical learning areas where learners observe and practise those values. The objective of the review was to explore the factors that promote professional socialisation of learners in the clinical learning areas. The problem is the inadequate support for learner nurses in the clinical learning areas. The South African community has lost trust in nurses and that was even acknowledged in the national nursing summit in 2011. Objectives To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners. Method A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies. Results Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners. Conclusion Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.
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Affiliation(s)
- Julia L Mafumo
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou.
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25
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Kirkman JM, Bentley SA, Armitage JA, Wood-Bradley RJ, Woods CA. Student perspectives of extended clinical placements in optometry: a qualitative study. BMC MEDICAL EDUCATION 2022; 22:59. [PMID: 35078456 PMCID: PMC8790849 DOI: 10.1186/s12909-022-03132-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 01/17/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Optometry students have historically undertaken clinical training in short-block rotations at university-led teaching clinics in metropolitan locations. This is changing, with some optometry programs adopting extended placements. These placements are conducted in community-based practices, with many incorporating a rural component to the training. This study explored factors which influence placement success and satisfaction from the perspective of optometry students. METHODS Nine focus groups were undertaken with 42 final year optometry students upon completion of a 26-week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). Focus groups were audio recorded and transcribed verbatim. Thematic analysis was conducted according to Braun and Clarke's 6 step method. RESULTS Four key themes were identified during analysis. 'Changing identity', related to how the students grew both personally and professionally, with the extended placement being considered the vital component that allowed students to begin thinking of themselves as clinicians. The theme 'Dealing with complex dynamics and circumstances' predominantly described instances where the student-supervisor relationship was strained, resulting in high levels of anxiety made worse by a perceived lack of university support. 'Optometrist under instruction', related to students feeling that the placement was an ideal opportunity to trial the everyday reality of work without the obligation of an ongoing commitment or employment contract. Finally, the theme 'Rural practice is more rewarding', was about a chance to seek different experiences, meet new people and challenge themselves professionally. CONCLUSION While the majority of students enjoyed their placement and felt that it was the key component of their training that equipped them for future practice, it is clear that universities and placement providers must provide both students and supervisors thorough and explicit guidance covering placement expectations. Furthermore, student support systems should be embedded into placement programs to ensure where issues arise, they are dealt with promptly and successfully. It is vital that ongoing professional development and pedagogical training for supervisors underpins continued accreditation.
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Affiliation(s)
- Jacqueline M Kirkman
- Deakin Optometry, School of Medicine, Deakin University, Waurn Ponds, Australia.
| | - Sharon A Bentley
- School of Optometry and Vision Science, Queensland University of Technology, Kelvin Grove, Australia
| | - James A Armitage
- Deakin Optometry, School of Medicine, Deakin University, Waurn Ponds, Australia
| | - Ryan J Wood-Bradley
- Deakin Optometry, School of Medicine, Deakin University, Waurn Ponds, Australia
| | - Craig A Woods
- School of Optometry and Vision Sciences, University of New South Wales, Sydney, Australia
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Amoo SA, Menlah A, Garti I, Appiah EO. Bullying in the clinical setting: Lived experiences of nursing students in the Central Region of Ghana. PLoS One 2021; 16:e0257620. [PMID: 34555086 PMCID: PMC8460007 DOI: 10.1371/journal.pone.0257620] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Accepted: 09/05/2021] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION Nursing students are confronted with bullies in the classroom and during clinical placement. Acquisition of the necessary psychomotor skills intended during clinical placements may be impeded when workplace bullies intimidate students. This study aimed to describe the various bullying behaviours experienced by nursing students and their effects during clinical placement in the Central Region of Ghana. METHODS A qualitative phenomenological descriptive approach using a semi-structured interview guide was employed to collect data from nursing students in focus groups. Overall, six (6) focus groups were used, with five (5) students in each group comprising males and females. The sample size was based on data saturation and was saturated on the six focus group discussions giving a sample size of 30. Purposive sampling was used to select students who had been on the ward at least three clinical placements and had experienced bullying in the clinical setting. In-depth interviews were conducted, recorded, transcribed verbatim and analysed using content analysis. RESULTS The study revealed that nursing students had experienced bullying practices such as shouting, isolation, humiliation and being assigned tasks below their competency level. In addition, findings showed that bullying led to a loss of confidence and caused stress and anxiety in nursing students. CONCLUSION Therefore, it is recommended that nursing students are mentored holistically in a caring and accepting environment where they will be supported to achieve their learning goals, build their confidence, and develop their personal and professional identity.
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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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Mgboji GE, Woreta FA, Fliotsos MJ, Zafar S, Ssekasanvu J, Srikumaran D, Zhao J, Buccino DL, Regan L. Prevalence of incivility between ophthalmology and emergency medicine residents during interdepartmental consultations. AEM EDUCATION AND TRAINING 2021; 5:e10653. [PMID: 34522830 PMCID: PMC8427183 DOI: 10.1002/aet2.10653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 06/30/2021] [Accepted: 07/15/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES Since incivility is linked to adverse effects in patient care and health care worker well-being, evaluation of the prevalence of incivility during the formative years of residency training is warranted. The aim of this study was to determine the perceived presence and degree of incivility between emergency medicine (EM) and ophthalmology residents during emergency department (ED) consultations. METHODS We conducted a single-site, survey-based study, targeted to ophthalmology and EM residents. The survey we distributed included questions adapted from validated and widely used surveys measuring incivility in the workplace (Workplace Incivility Scale) and incivility within the ED. RESULTS Ophthalmology (13/15, 86.7%) and EM (42/48, 87.5%) residents participated, with an overall response rate of 55 of 63 (87.3%). Most residents (47/55, 85.5%) reported some degree of incivility during consultations, with a greater proportion of females reporting incivility (100%) than males (77.4%, p = 0.033). A total of 52.7% of respondents reported occurrence of incivility on a quarterly basis; 21.8% reported monthly, 10.9% weekly, and none daily. Incivilities were reported most commonly during nonurgent consults (85.5%). The two most common incivilities reported by trainees were when the other party paid little attention to their statements or opinions (80% of residents) or doubted their professional judgment (74.5% of residents). More female trainees reported jokes being told at their expense compared to males (15.8% vs. 0%, p = 0.049). Residents most often attributed incivility to stress (78.2%), loss of empathy/burnout (63.6%), or attempts to shift responsibility to another party (60.0%). Among EM residents surveyed, incivility was identified as occurring most often during consultations with surgical specialties. CONCLUSIONS Incivility during interdepartmental consultations between EM and ophthalmology is commonly reported by physicians-in-training. It occurs more often during consultations deemed as nonurgent and is more commonly reported by females. Given its associations with adverse outcomes, interventions to decrease incivility early in training may be warranted.
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Affiliation(s)
| | - Fasika A. Woreta
- Wilmer Eye InstituteJohns Hopkins School of MedicineBaltimoreMarylandUSA
| | | | - Sidra Zafar
- Wilmer Eye InstituteJohns Hopkins School of MedicineBaltimoreMarylandUSA
| | - Joseph Ssekasanvu
- Department of EpidemiologyJohns Hopkins Bloomberg School of Public HealthBaltimoreMarylandUSA
| | - Divya Srikumaran
- Wilmer Eye InstituteJohns Hopkins School of MedicineBaltimoreMarylandUSA
| | - Jiawei Zhao
- Wilmer Eye InstituteJohns Hopkins School of MedicineBaltimoreMarylandUSA
| | - Daniel L. Buccino
- Department of PsychiatryJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | - Linda Regan
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
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Luders E, Cooper S, Cant R, Waters D, Tower M, Henderson A, Hood K, Willetts G, Ryan C, Reid-Searl K. Nursing degree students' clinical placement experiences in Australia: A survey design. Nurse Educ Pract 2021; 54:103112. [PMID: 34126584 DOI: 10.1016/j.nepr.2021.103112] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 05/17/2021] [Accepted: 06/01/2021] [Indexed: 10/21/2022]
Abstract
AIM This study aimed to evaluate Australian nursing students' views of placements at seven tertiary education institutions with the use of the Placement Evaluation Tool (PET). BACKGROUND Clinical placements are a core element of healthcare education programs around the world (Chuan and Barnett, 2012) with undergraduate nursing students required to complete a prescribed number of hours as part of their degree. The quality of nursing clinical placements varies with a range of positive and negative learning experiences. DESIGN A survey design was used with a contemporary survey tool- the Placement Evaluation Tool (PET). Using Qualtrics software (Qualtrics, 2005) the on-line survey was distributed to approximately 6265 undergraduate nursing students at six Australian universities and one Technical and Further Education (TAFE) college where Bachelor of Nursing degree students were enrolled. Three Australian States were covered. Sites were selected where a project team member was employed. METHODS A total of 1263 nursing students completed the Placement Evaluation Tool (PET) - 19 items (rated 1-5), one global rating (rated 1-10) - following placement in three Australian States (July 2019-February 2020). Most - 618 (48.9%) completed a placement in acute care with placements positively rated overall. RESULTS The total PET mean score was 78.3% with 29.8% being 'extremely satisfied' (10 out of 10 - Item 20). However, 11.0% were dissatisfied with global ratings of four or less, whilst ratings between States differed significantly (p = <0.001). One third of respondents answered a free text statement relating to placement experiences, with significantly more comments from older students (p = <0.001) and from those with ratings in the lower range (p = <0.001). Three core themes emerged: 1. Staff Attitudes to Students, 2. Environment and 3. Lifestyle. CONCLUSIONS Whilst students' clinical experiences in Australia tend to be positive a minority reported exposure to negative staff attitudes, in unsafe environments, with lifestyle detriments. Further work is required to understand and enhance student experiences.
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Affiliation(s)
- Elise Luders
- School of Health, Federation University Australia, Churchill, VIC, Australia.
| | - Simon Cooper
- School of Health, Federation University Australia, Churchill, VIC, Australia
| | - Robyn Cant
- School of Health, Federation University Australia, Churchill, VIC, Australia
| | - Donna Waters
- The University of Sydney Susan Wakil School of Nursing and Midwifery, The University of Sydney, Camperdown, NSW, Australia
| | - Marion Tower
- School of Nursing Midwifery & Social Work, The University of Queensland, St Lucia, QLD, Australia
| | | | - Kerry Hood
- Holmesglen Institute, Chadstone, VIC, Australia
| | | | - Colleen Ryan
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Noosaville, QLD, Australia
| | - Kerry Reid-Searl
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Noosaville, QLD, Australia
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Ntho TA, Pienaar AJ, Sehularo LA. Peer-mentees' challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution. Health SA 2020; 25:1435. [PMID: 33101718 PMCID: PMC7564816 DOI: 10.4102/hsag.v25i0.1435] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 07/23/2020] [Indexed: 11/30/2022] Open
Abstract
Background Clinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring. Aim The objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province. Setting The study was conducted at a nursing education institution in North West Province. Methods A qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data. Results Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings. Conclusion The findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.
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Affiliation(s)
- Tshepo A Ntho
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
| | - Abel J Pienaar
- Department of Psychology, Faculty of Health Sciences University of Venda, Thohoyandou, South Africa.,Department of Graduate Studies and Research, Faculty of Nursing and Midwifery, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Leepile A Sehularo
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
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Kim SA, Hong E, Kang GY, Brandt C, Kim Y. Effect of Korean nursing students' experience of incivility in clinical settings on critical thinking. Heliyon 2020; 6:e04367. [PMID: 32685717 PMCID: PMC7358273 DOI: 10.1016/j.heliyon.2020.e04367] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2018] [Revised: 02/19/2019] [Accepted: 06/29/2020] [Indexed: 11/28/2022] Open
Abstract
Clinical experience is essential to helping nursing students to achieve and practice professional knowledge and skills. Published reports indicate nursing students often experience incivility during clinical practice. The purpose of this study was to investigate nursing student incivility experience during their clinical rotations and the relationship of these experiences with their critical thinking dispositions. A cross-sectional descriptive correlational study design was utilized. Data were collected from junior (n = 195) and senior (n = 180) students in a Bachelor of Science in Nursing (BSN) program in Seoul, Korea between October 15, 2017 and November 20, 2017 using a self-administered survey. Three instruments were used in the survey: six sociodemographic questions, the 13-item Korean version of Uncivil Behavior in Clinical Nursing Education (K-UBCNE) and the 27-item Yoon Critical Thinking Disposition (YCTD) tool. Data analysis revealed junior students reported significantly more incivility from nurses than the senior students (p = .038) during clinical learning experiences. Among YCTD subscales, the Prudence (p = .007) and Self-Confidence critical thinking (p = .007) scores from the senior nursing students were significantly higher than the junior students' scores. No significant relationship was found between experience of incivility and critical thinking disposition scores. Based on the study results, nursing educators, staff nurses, and administrators/managers in nursing should identify incivility toward nursing students during clinical practicums and especially toward junior nursing students. Additional investigation of the relationship between critical thinking and experiences of incivility is warranted, including longitudinal investigations and qualitative studies among junior nursing students to understand their personal experience of incivility in the clinical setting. Findings could inform the development of targeted programs to reduce clinical incivility.
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Affiliation(s)
- Soon Ae Kim
- Seoul Women's College of Nursing, 82 anhodae-Ro, Seodaemun- Gu, Seoul, South Korea
| | - Eunhee Hong
- Seoul Women's College of Nursing, 82 anhodae-Ro, Seodaemun- Gu, Seoul, South Korea
| | - Gyun Young Kang
- Kyungdong University, Department of Nursing, 815 Gyeonhwon-ro, Munmak-eup, Wonju-si, Gangwon-do, South Korea
| | - Cheryl Brandt
- California State University San Bernardino, Department of Nursing, 5500 University Parkway, San Bernardino, CA, 92407, USA
| | - Younglee Kim
- California State University San Bernardino, Department of Nursing, 5500 University Parkway, San Bernardino, CA, 92407, USA
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Keller S, Yule S, Zagarese V, Henrickson Parker S. Predictors and triggers of incivility within healthcare teams: a systematic review of the literature. BMJ Open 2020; 10:e035471. [PMID: 32513884 PMCID: PMC7282335 DOI: 10.1136/bmjopen-2019-035471] [Citation(s) in RCA: 41] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022] Open
Abstract
OBJECTIVES To explore predictors and triggers of incivility in medical teams, defined as behaviours that violate norms of respect but whose intent to harm is ambiguous. DESIGN Systematic literature review of quantitative and qualitative empirical studies. DATA SOURCES Database searches according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline in Medline, CINHAL, PsychInfo, Web of Science and Embase up to January 2020. ELIGIBILITY CRITERIA Original empirical quantitative and qualitative studies focusing on predictors and triggers of incivilities in hospital healthcare teams, excluding psychiatric care. DATA EXTRACTION AND SYNTHESIS Of the 1397 publications screened, 53 were included (44 quantitative and 9 qualitative studies); publication date ranged from 2002 to January 2020. RESULTS Based on the Medical Education Research Study Quality Instrument (MERSQI) scores, the quality of the quantitative studies were relatively low overall (mean MERSQI score of 9.93), but quality of studies increased with publication year (r=0.52; p<0.001). Initiators of incivility were consistently described as having a difficult personality, yet few studies investigated their other characteristics and motivations. Results were mostly inconsistent regarding individual characteristics of targets of incivilities (eg, age, gender, ethnicity), but less experienced healthcare professionals were more exposed to incivility. In most studies, participants reported experiencing incivilities mainly within their own professional discipline (eg, nurse to nurse) rather than across disciplines (eg, physician to nurse). Evidence of specific medical specialties particularly affected by incivility was poor, with surgery as one of the most cited uncivil specialties. Finally, situational and cultural predictors of higher incivility levels included high workload, communication or coordination issues, patient safety concerns, lack of support and poor leadership. CONCLUSIONS Although a wide range of predictors and triggers of incivilities are reported in the literature, identifying characteristics of initiators and the targets of incivilities yielded inconsistent results. The use of diverse and high-quality methods is needed to explore the dynamic nature of situational and cultural triggers of incivility.
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Affiliation(s)
- Sandra Keller
- Center for Surgery and Public Health (CSPH), Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Steven Yule
- Center for Surgery and Public Health (CSPH), Brigham and Women's Hospital, Boston, Massachusetts, USA
- STRATUS Center for Medical Simulation, Boston, Massachusetts, USA
- Department of surgery, Harvard Medical School, Boston, Massachusetts, USA
- Department of Clinical Surgery, University of Edinburgh, Edinburgh, United Kingdom
| | - Vivian Zagarese
- Department of Psychology, Virginia Tech, Blacksburg, Virginia, USA
| | - Sarah Henrickson Parker
- Department of Psychology, Virginia Tech, Blacksburg, Virginia, USA
- Fralin Biomedical Research Institute (FBRI) at Virginia Tech Carilion, Roanoke, Virginia, USA
- Center for Simulation, Research and Patient Safety, Carilion Clinic, Roanoke, Virginia, USA
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