Cyberbullying, student nurses' ethical awareness and the Covid-19 pandemic

Educator-to-student incivility in online nursing education during COVID-19 as reported by nursing students: A descriptive cross-sectional study

BACKGROUND

Educators' incivility in online nursing education is a serious academic issue; much of it is still unknown as it occurs in a less supervised environment.

AIM

This study examined variables and differences in educator-to-student incivility in online nursing education during COVID-19, as reported by nursing students.

METHODS

Utilizing the Incivility in Online Learning Environments (IOLE) online survey, a cross-sectional design was used to collect data in 2021 from a convenience sample of 163 nursing students studying in different universities in Jordan. Version 25 of the Statistical Package for the Social Sciences (SPSS) was used to generate descriptive and inferential statistics.

RESULTS

As reported by nursing students, there was a low degree of incivility among nursing educators in online nursing education, 45(range 23-92), and a moderate frequency in the past 12 months, 63(range 23-92). Around 37.00 % of students thought incivility in online nursing education was a mild problem. On a scale of 0-100, 63.00 % of the students reported the level of nursing educators' civility in online nursing education ranged from 50.00 % to 70.00 % (an average of 60.00 %). Differences in students' reporting of online nursing educators' incivility and its' frequencies were significantly influenced by students' grade point averages (GPA) and genders, respectively.

CONCLUSIONS

Although nursing students have a positive sense of civility among their nursing educators, incivility in online nursing education should be zero-level and disclosed and treated at its early signs.

Learning Environments in Undergraduate Nursing Education During COVID-19: A Scoping Review

BACKGROUND

The COVID-19 pandemic radically changed nursing education.

PURPOSE

To map the existing literature on learning environments (LEs) in undergraduate nursing education during COVID-19 and identify the LE elements based on the 4 domains of Gruppen's conceptual framework: personal, social, organizational, and physical and virtual spaces.

METHOD

Eligible articles were reviewed using the Joanna Briggs framework.

RESULTS

The search retrieved 5003 articles, of which 80 met the inclusion criteria. Most studies were cross-sectional and conducted in the United States. Of the studies included, 68 studies focused on the personal component of students, 67 investigated physical and virtual space components, 19 examined the social domain, and 15 examined organizational aspects.

CONCLUSIONS

The COVID-19 pandemic significantly influenced the LE of nursing students. Based on the current review of LE in nursing education, nurse educators and researchers can develop interventions to maintain the quality and accessibility of nursing education in future crises.

Prevalence of Cyberbullying Perpetration and Cyberbullying Victimization among Nursing Students in Jordan

Introduction

Cyberbullying is a form of bullying or harassment carried out online with the intent to harm others mainly using social media sites.

Objective

To investigate cyberbullying prevalence and associated factors among nursing students in Jordan.

Methods

A descriptive, cross-sectional study was conducted. A convenience sample of 428 Jordanian nursing students from three private Jordanian universities was involved in the study. Data were collected in 2022 using the sociodemographic characteristics sheet, cyberbullying perpetration (CBP) scale; and cyberbullying victimization (CBV) scale. Multiple linear regression analysis was performed to identify variables associated with the CBP and CBV scores.

Results

About 30.1% of the students were not involved in any cyberbullying, while 8.6% were categorized as cyberbullying perpetrators only, 20.4% as victims only, and 40.9% were categorized as cyberbullying perpetrators and victims at the same time. Visual /sexual perpetration and verbal/written victimization were the most prevalent forms of cyberbullying among the studied nursing students. Increasing age was associated with a decreased CBP (P < 0.05) and CBV (P < 0.01), while male gender was associated with increased cyberbullying perpetration (P < 0.01).

Conclusions

The prevalence of cyberbullying among nursing students in the current study was alarming. The study showed that age was negatively associated with CBP and CBV while being male was associated with increased CBP. Future research may want to consider using a longitudinal research design with more testing variables and a more comprehensive examination of potential causes and impacts of cyberbullying in nursing students. The development of specific policies to combat cyberbullying among Jordanian nursing students is also recommended.

Exploration of Cyberethics in Health Professions Education: A Scoping Review

As digital technologies rapidly integrate into Health Professions Education (HPE), understanding cyberethics is increasingly crucial. This scoping review explores the pedagogy of cyberethics in HPE, highlighting a significant gap in explicit definitions and conceptualizations. Additionally, the absence of specific theoretical frameworks in most documents raises concerns about research progression. Only four articles introduce educational interventions in cyberethics, indicating a promising avenue for future research. While comprehensive search methods are employed, limitations, including language biases, exist. Future investigations should broaden the discourse to encompass ethical implications of emerging technologies within HPE. Cultivating comprehensive, culturally sensitive, and inclusive guidelines is vital for ethical digital practices in the health care community.

Development and Evaluation of a Workplace Bullying Cognitive Rehearsal-Based Nursing Simulation Education Program: A Mixed-Methods Study

Bullying makes learning difficult for nursing students, and using real-life scenarios during training can improve the understanding of workplace bullying. Thus, to mitigate bullying experienced by nurses, this study developed and evaluated a cognitive rehearsal education program that constituted training nursing students through role-play simulations. A mixed-method research design was used to evaluate 39 nursing students from two universities. A quasi-experimental research design was applied to assess symptoms, knowledge, and perceptions of bullying, and a focus group interview was conducted with six participants. Quantitative analyses revealed that the program improved participants' knowledge and perceptions but not their symptoms. The focus group interview revealed that the program improved participants' coping skills and desire for education. This program could be effective in raising awareness of workplace bullying and increasing relevant coping skills. It can be further developed as part of an overall strategy to manage workplace bullying and its consequences in hospital settings.

Coping strategies, stigmatizing attitude, and cyberbullying among Chinese college students during the COVID-19 lockdown

The ongoing COVID-19 pandemic provides hotbed for hatred and violence, which could be especially true among college students, the most active users of internet and social media. Based on a national sample of Chinese college students (N = 1,673), the present study aims to explore the clustered nature of stress coping strategies, as well as its associations with the participants' stigmatizing attitude and cyberbullying behaviors towards people in Hubei Province, the place where the first COVID-19 case was reported and recognized as China's epicenter of the pandemic. Four latent subgroups were first identified among the participants based on type and comparative adoption rate of their coping strategies, namely the emotional coping group, the inactive coping group, the support-seeking and positive coping group, and the independent and positive coping group. The significant associations between coping strategy patterns and stigmatizing attitude and cyberbullying behaviors were reported, respectively. The two were most likely to happen among the participants using emotional coping while the least likely among the independent and positive coping group. This study provides empirical supports for combating the secondary disasters of the pandemic, namely stigma and cyberbullying, by identifying the role of emotional and positive coping strategies.