The Relationship between Bullying in the Clinical Setting and Self-Esteem and Coping Strategies Used by Nursing Students

Annual Conference on Research in Medical Education. Conference on Research in Medical Education Pub Date : 2021-09-01 DOI:10.52547/rme.13.4.45

M. Barkhordari-Sharifabad, Z. Abdollahi, Kh Nasiriani

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引用次数: 1

Abstract

Introduction: Bullying in nursing students is an important issue that can affect self-esteem. People often use coping strategies in the face of negative situations. The aim of this study was to determine the relationship between bullying in the clinical setting and self-esteem and coping strategies used by nursing students. Methods: This cross-sectional analytical study was performed in 2019 on 193 nursing students who were selected by stratified random sampling. Data collection tools were valid and reliable questionnaires of bullying behaviors in the clinical setting of Clarke et al, Rosenberg self-esteem, and Lazarus and Folkman coping strategies. Data were analyzed using SPSS at 95% confidence level and Pearson correlation coefficient and Independent t test. Results: The results showed that bullying in the clinical setting had no statistically significant relationship with self-esteem. Bullying in the clinical setting had a positive and significant relationship with emotion-based coping strategy in general (P=0.041) but had no statistically significant relationship with problem-based coping strategy. Conclusion:

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护生临床欺凌与自尊的关系及应对策略

护生恃强凌弱是影响护生自尊的一个重要问题。人们经常在面对消极情况时使用应对策略。本研究旨在探讨护生在临床环境中的霸凌行为与自尊及应对策略之间的关系。方法:采用分层随机抽样方法，于2019年对193名护理专业学生进行横断面分析研究。数据收集工具为Clarke et al .、Rosenberg自尊、Lazarus and Folkman应对策略的临床欺凌行为问卷。数据采用SPSS统计分析，95%置信度，Pearson相关系数和独立t检验。结果:临床恃强凌弱与自尊的关系无统计学意义。临床欺凌与情绪型应对策略总体上存在显著正相关(P=0.041)，与问题型应对策略无显著相关。结论:

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Annual Conference on Research in Medical Education. Conference on Research in Medical Education

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