Pre-registration nursing students' perceptions and experiences of violence in a nursing education institution in South Africa

Experience of verbal violence among Chinese nursing students in clinical practice: a qualitative study

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.

The moderating role of resilience in the relationship between peer pressure and risky behaviors among nursing students

PURPOSE

To examine the moderating role of resilience in the relationship between peer pressure and risky behaviors among nursing students.

DESIGN AND METHODS

A cross-sectional correlational study carried out with 512 students.

FINDINGS

The mean age was 20.90 ± 1.66. Of the students, 82.4% were females 99.0% were single, 71.5% had moderate socioeconomic status. While peer pressure directly made an effect on whole subdimensions for risky behaviors (p < 0.001), resilience had an effect on antisocial behavior, dropout, eating habits, and suicidal tendency (p < 0.001). Moderation was supported as the relationship between peer pressure and substance use varied by resilience level (p < 0.001). PRACTICAL IMPLICATIONS: Students with high levels of resilience are less prone to exhibit some risky behaviors based on peer pressure. Resilience-building strategies should be incorporated into the curriculum.

Self-reported violence by nursing students in the context of undergraduate studies

OBJECTIVES

to identify the characteristics of violence in the context of the teaching and learning of the undergraduate Nursing course, from the perspective of students.

METHODS

quantitative, cross-sectional study, developed with 208 undergraduate students in Nursing. The data was obtained through the application of a survey questionnaire and processed by descriptive and bivariate statistics.

RESULTS

of the participants, 69.2% (n = 144) have experienced some kind of violence. Violent acts of a psychological nature were the most frequent, but there were also reports of physical, sexual violence and deprivation or abandonment. Violence was practiced in a theoretical and practical learning environment. Teachers and classmates were the most frequent perpetrators. Most students had no reaction, told friends, family, and colleagues, or pretended that nothing happened in the face of the violent acts.

CONCLUSIONS

violence is present at various moments in the undergraduate Nursing course and can negatively impact the quality of training in the area.

Gender violence against woman nursing students: a cross-sectional study

OBJECTIVE

to identify the sociodemographic profile of nursing students who suffered gender violence and to know the characteristics of the violence that occurred in this population.

METHOD

a cross-sectional study with 91 nursing students from a public university in southeastern Brazil, between September 2019 and January 2020. A sociodemographic questionnaire and the World Health Organization Violence Against Women, section 10 were used.

RESULTS

approximately 65% suffered some form of gender violence during their lifetime, mainly perpetrated by family members. 41.7% were victims of physical aggression, 23% suffered sexual harassment, 30.8% suffered sexual abuse. There was a pattern of intergenerational violence (p<0.001), vulnerability of self-declared lesbians and/or bisexuals (p=0.705), Christian or evangelical (p<0.001).

CONCLUSION

gender violence was high among those surveyed. The experience of forms of violence can damage students' lives. There is a need for attention from teaching institutions and professors in addressing the theme.

Revisión de la literatura sobre la violencia y sus implicaciones en la formación en enfermería

Introducción: La violencia es un fenómeno social complejo, que se manifiesta en varios sectores de la sociedad contemporánea. Los actos violentos están presentes en los procesos de formación en diferentes áreas del conocimiento, como el pregrado en enfermería. Objetivo: Identificar la forma en que se presenta la violencia en el pregrado de enfermería y las posibles implicaciones para la formación de los estudiantes. Materiales y métodos: Se realizó una revisión integradora en la biblioteca virtual SciELO® , las bases de datos ERIC®, LILACS®, Web of Science®, MEDLINE®, CINAHL®, Scopus®  y Google Académico®, con la que se recuperaron 21 documentos para el período entre 2014 y 2018. Resultados: El análisis permitió organizar los resultados en cuatro categorías: caracterización de estudios y autores; comprensión y naturaleza de la violencia; espacios en los que ocurre la violencia y los principales perpetradores; y las consecuencias generadas por la violencia y las acciones para enfrentar el fenómeno. Discusión: Los actos violentos afectan las condiciones de vida de los involucrados, impactan negativamente el desarrollo de habilidades relacionadas con la interacción interpersonal y generan debilidades en la formación de futuros enfermeros. Conclusiones: La violencia es un fenómeno constante en el contexto del pregrado en enfermería, para lo que es necesario promover el fortalecimiento de una cultura de paz en este entorno. Como citar este artículo: Maffissoni, André Lucas; Sanes, Marina da Silva; Oliveira, Saionara Nunes; Martini, Jussara Gue; Lino, Monica Motta. Violência e suas implicações na formação em enfermagem: revisão da literatura. Revista Cuidarte. 2020; 11(2): e1064. http://dx.doi.org/10.15649/cuidarte.1064

Occupational health and safety incidents at a university school of nursing: A retrospective, descriptive appraisal

Nursing is recognised internationally as a high-risk occupation for graduates and students. Developing an understanding of incident data may facilitate prevention of future adverse events. A descriptive, retrospective review of occupational health and safety incidents reported by personnel at an Australian university school of nursing was conducted, spanning a period of eight-and-a-half years. Classification of incident reports was determined using the existing electronic system with manual categorisation of data not suited to electronic analysis, such as narrative descriptions. In total, 142 incidents were reported, of which 135 were included in this study. Students reported 98 incidents on placement and 10 on campus. Frequently reported student incidents involved sharps, fainting, manual handling activities and workplace violence. Fifteen reports were hazard notifications. Reviewing data gathered over a prolonged duration provided useful patterns of information. Gaps in data and reporting system constraints were identified. Dual reporting systems may be barriers to providing an all-inclusive overview. Improving data collection methods could include recording demographic information such as year level, drop-down menus for commonly reported incidents to facilitate recording, and consideration of how best to capture events that involve multiple personnel.

Experience of Workplace Violence Toward Nursing Students in Iran: A Qualitative Study

BACKGROUND AND AIMS

This study explored the dimensions of violence experienced by Iranian nursing students, during their nursing education. Violence toward students has become a major concern in recent years, and strategies are needed to reduce the incidence.

METHODS

A qualitative study was conducted. Participants were seven male and nine female third-year undergraduate nursing students. Purposive sampling was used, and qualitative data from semistructured interviews were analyzed using thematic content analysis.

RESULTS

From the qualitative data, five categories emerged: instances of violence, causes of violence, emotions after experiencing violence, reactions after violence, and violence prevention strategies.

CONCLUSION

To reduce the incidence of violence and provide safer learning environments, nursing students need to be taught preventive measures, but moreover, they need to receive appropriate support from nurses, instructors, and educational managers, Forensic nurses should be active stakeholders in monitoring, supporting, and referring nursing students who experience workplace violence.

Faculty incivility: lived experiences of nursing graduates in the United Arab Emirates

AIM

This study explored the lived experiences of baccalaureate nursing graduates with faculty incivility in nursing education in the United Arab Emirates.

BACKGROUND

Despite the consistent results regarding the prevalence of incivility in nursing education worldwide, less focus has been placed on faculty incivility and little is known about this phenomenon in the Arab world.

INTRODUCTION

Incivility in nursing education is correlated with a negative learning-teaching environment contributing to faculty and students' attrition. Incivility can be transferred to clinical settings interfering with safe clinical practice.

METHODS

Applying the descriptive phenomenological approach and guided by Clark's conceptual model for fostering civility in nursing education, the experiences of nine nursing graduates with faculty incivility were examined through semi-structured face-to-face interviews. Data were analysed following Colaizzi's seven-step process.

FINDINGS

Data analysis yielded six major themes: an emotionally traumatic experience, unengaged faculty, decreased motivation to learn, displaying favouritism, displaying culturally and sexually inappropriate behaviour, and coping behaviours.

DISCUSSION

Faculty incivility results in tribulations and sabotages open and constructive communication between students and faculty. Faculty poor teaching skills, lack of preparation and teaching competence were also considered as acts of incivility towards students.

CONCLUSION

The findings illuminated the faculty incivility phenomenon in nursing education from the informants' perspective which may assist in generating strategies to promote a positive learning environment as endorsed by the local nursing and midwifery council.

IMPLICATIONS FOR NURSING EDUCATION AND POLICY

In addition to adopting a civility policy, incorporating civility in the curriculum and crafting a procedure to report faculty incivility anonymously, clear educational qualifications that align with the World Health Organization requirements for nurse educators must be enacted by the local regulatory bodies.

Prevalence and impact of clinical violence towards nursing students in Hong Kong: a cross-sectional study

OBJECTIVES

Studies of violence towards nursing students (NSs) have been scattered mainly in the West and Middle East, but to date there have been no studies in Eastern countries. Differences in nursing education systems and cultures might have contributed to variations in incidences of clinical violence. The purpose of this study was to investigate the prevalence, associated factors and impact of clinical violence to NSs.

METHODS

This was a cross-sectional survey study. Convenience sampling was used to recruit university NSs from March to June 2012 in classroom settings in Hong Kong. A valid and reliable questionnaire was used to collect the data. 1297 questionnaires were distributed and 1017 NSs completed questionnaires, with a response rate of 78.41%.

RESULTS

Of the 1017 NSs, 37.3% (n=379) reported having experienced clinical violence during their nursing studies. The prevalence of verbal abuse (30.6%) was significantly greater than that of physical violence (16.5%). The perpetrators of verbal abuse were predominantly patients (66.8%), hospital staff (29.7%), university supervisors (13.4%) and patients' relatives (13.2%). Patients (91.0%) were the greatest source of physically violent assaults. Compared with those who had experienced physical violence, the NSs who had experienced verbal abuse were more likely not to take action, and not to stop or report the incident, but were also more likely to tell their friends/families. Although the negative effects on emotions, clinical performance and the extent to which they were disturbed by the violence were significantly greater for verbal abuse than that for physical violence, their intention to leave the nursing profession after experiencing either verbal or physical violence was significantly higher after than before the experience (p<0.001).

CONCLUSIONS

Our results found a moderately high prevalence of clinical violence among NSs. Provision and/or reinforcement of appropriate training about clinical violence in the nursing curricula is necessary.

Status of Violence in a Selected Faculty: The Students’ Experience

The present study is aimed at examining the status of violence among the students of nursing, midwifery, and operating room. A self-reporting questionnaire with two sections of demographic characteristics and experience of violence was used. The data obtained were analyzed, using SPSS software. 58.7 percent of the students had a history of violence in the previous year. The maximum percentage of violence exposure belonged to the students of operating room (76.9%). The highest incidence of violence was verbal (76.4%), happened in patients’ rooms (32.9%) and was in the form of insult (75.1%). Accordingly, preventive actions are required to prevent and control violence and support students. Informing students about violence, communicative skills, reaction, and coping with violence during studying is necessary. Therefore, educational authorities and theoretical and clinical instructors should take appropriate measures in order to prevent violence and create supportive mechanisms for the students.