Experiences of bullying and coping resources in nursing students during clinical placement

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-02-07 DOI:10.1016/j.nedt.2025.106622

Yufeng Liao , Xiao Peng , Huan Wang , Ruixia Xie , Ronghua Wang , Xiangyang Cao , Rui Chen

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引用次数: 0

Abstract

Background

Nursing students are particularly susceptible to bullying due to their younger age, limited social experience, and less developed psychological resilience.

Objectives

To analyze nursing students' current state of bullying and coping resources, analyzing their relevance.

Design

Cross-sectional study using a web survey.

Settings

The study was conducted in six nursing schools in Hubei, Guangdong, and Gansu Provinces, China.

Participants

A total of 526 valid responses were obtained from January and March 2024.

Methods

Data were collected using questionnaires for background data, the Negative Acts Questionnaire-Revised, the Hospital Workplace Violence Questionnaire, and the Workplace Violence Coping Resources Scale. The data were analyzed through descriptive statistics, Spearman's correlation analysis, and multivariate logistic regression.

Results

The score for workplace bullying among nursing students during clinical placement was 26.00 (22.00, 37.00), indicating a mild level compared to the total median score of 55 on the scale. Of the 526 respondents, 306 (58.17 %) reported experiencing bullying during this period. The score for nursing students' coping resources was 60.00 (50.00, 69.25), indicating a medium-to-low level compared with the scale's total median score of 60. There was a negative correlation between workplace bullying and coping resources (r_s = −0.244, p < 0.01), indicating that as the coping resources scores decreased, workplace bullying scores increased. Logistic analysis revealed that being single or not, whether the hospital organized lectures or courses on the subject during clinical placements, and organizational support were significant factors influencing workplace bullying (p < 0.05).

Conclusion

Nursing students were found to experience significant levels of bullying during clinical placements alongside moderate coping resources. The adequacy of these coping resources was closely linked to the incidence of bullying. To address this issue effectively, nursing education should focus on the contributing factors, promote a culture of safety, and enhance the coping resources available to students. These efforts are essential for the prevention and mitigation of bullying, ultimately fostering a supportive and empowering learning environment for prospective nurses.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.