Bullying-Related Victimization in Clinical Learning Environments: Coping Responses and the Moderating Role of Self-Esteem Among Undergraduate Nursing Students in Sri Lanka.
Lakshika Lagoshan, Ahinsa Brandigampola, Thilini Jayasinghe, Stephica Jeganathan Jubert Stanley
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引用次数: 0
Abstract
Bullying-related victimization in clinical learning environments is an important psychosocial stressor in nursing education, with potential implications for students' coping processes and professional development. Although bullying and related interpersonal mistreatment have been widely documented, research has largely focused on prevalence and descriptive experiences, with limited attention to factors influencing students' coping responses. This study examined associations between bullying-related victimization, self-esteem, and coping strategies among undergraduate nursing students in Sri Lanka and tested whether self-esteem moderated the association between bullying-related victimization and coping responses. An analytical cross-sectional study was conducted among 214 undergraduate nursing students with clinical placement experience. Data were collected using self-report measures of bullying-related victimization and perpetration, self-esteem, and coping strategies. Descriptive statistics, Spearman's rank-order correlations, and moderation analyses using Hayes' PROCESS macro were performed. The bullying-related victimization score was positively correlated with problem-focused coping (rs = 0.22, p = 0.001), emotion-focused coping (rs = 0.34, p < 0.001), and avoidant coping (rs = 0.35, p < 0.001). Bullying-related perpetration was positively associated with emotion-focused and avoidant coping. Self-esteem was negatively correlated with problem-focused (rs = -0.32, p < 0.001) and emotion-focused coping (rs = -0.15, p = 0.031). Self-esteem significantly moderated the relationship between victimization severity and problem-focused coping (B = 0.049, SE = 0.020, p = 0.017), but not emotion-focused or avoidant coping. These findings suggest that bullying-related victimization is associated with multiple coping responses, while the moderating role of self-esteem appears limited to problem-focused coping.
临床学习环境中的欺凌受害是护理教育中重要的心理社会压力源，对学生的应对过程和专业发展具有潜在的影响。虽然欺凌和相关的人际虐待已被广泛记录，但研究主要集中在患病率和描述性经验上，对影响学生应对反应的因素关注有限。本研究考察了斯里兰卡护生的欺凌相关受害、自尊和应对策略之间的关系，并检验自尊是否调节欺凌相关受害和应对反应之间的关系。对214名具有临床实习经历的本科护生进行了横断面分析研究。数据收集使用欺凌相关的受害和犯罪，自尊和应对策略的自我报告措施。描述性统计、Spearman的秩序相关性和使用Hayes的PROCESS宏观的适度分析进行。霸凌受害得分与问题关注型应对（rs = 0.22, p = 0.001）、情绪关注型应对（rs = 0.34, p rs = 0.35, p rs = -0.32, p rs = -0.15, p = 0.031）呈正相关。自尊显著调节了受害严重程度与问题关注型应对的关系（B = 0.049, SE = 0.020, p = 0.017），但不影响情绪关注型和回避型应对。这些研究结果表明，与欺凌相关的受害与多种应对反应有关，而自尊的调节作用似乎仅限于以问题为中心的应对。
期刊介绍：
Issues in Mental Health Nursing is a refereed journal designed to expand psychiatric and mental health nursing knowledge. It deals with new, innovative approaches to client care, in-depth analysis of current issues, and empirical research. Because clinical research is the primary vehicle for the development of nursing science, the journal presents data-based articles on nursing care provision to clients of all ages in a variety of community and institutional settings. Additionally, the journal publishes theoretical papers and manuscripts addressing mental health promotion, public policy concerns, and educational preparation of mental health nurses. International contributions are welcomed.
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