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Birks M, Harrison H, Zhao L, Wright H, Tie YC, Rathnayaka N. Nursing students' experience of bullying and/or harassment during clinical placement. Nurse Educ Today 2024; 136:106151. [PMID: 38479329 DOI: 10.1016/j.nedt.2024.106151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2023] [Revised: 02/12/2024] [Accepted: 02/29/2024] [Indexed: 03/24/2024]
Abstract
PROBLEM OR BACKGROUND Bullying is a recognised problem in nursing. Nursing students are particularly vulnerable. Bullying and harassment of nursing students can be detrimental to both students and recipients of care. AIM This study aims to identify the incidence and nature of bullying and/or harassment experienced by nursing students in Sri Lanka. METHODS A cross-sectional survey consisting of eight demographic questions and 15 items specific to the experience of bullying and harassment was administered to nursing students online. FINDINGS A total of 656 students from 26 nursing education institutions in Sri Lanka participated. The majority were female with a mean age of 24.4 years. More than a quarter of respondents reported that they had experienced bullying and/or harassment while on clinical placement, with a further 16.7 % being unsure. Most bullying or harassment (55 %) occurred in hospitals with 29 % experienced in community settings. Registered nurses, including nurse managers and clinical facilitators were the most common perpetrators. Verbal abuse was the most frequent type of behaviour reported. DISCUSSION These findings support existing literature that indicates that bullying of nursing students is an international phenomenon. The context of this study provides clues as to how culture may influence the problem. There is a need to better understand bullying and harassment in the environments in which it occurs, in order to identify strategies that can bridge cultures and settings. CONCLUSION The incidence of bullying and harassment of nursing students in Sri Lanka is concerning. Further research is needed to identify and evaluate targeted strategies to help prevent negative outcomes in all nursing contexts.
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Affiliation(s)
- Melanie Birks
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia.
| | - Helena Harrison
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia
| | - Lin Zhao
- Discipline of Nursing, School of Health & Biomedical Sciences, RMIT University, Bundoora 3083, Victoria, Australia
| | - Helen Wright
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia
| | - Ylona Chun Tie
- Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Douglas 4811, Queensland, Australia
| | - Nadun Rathnayaka
- Academic Department, International Institute of Health Sciences Multiveristy, Welisara 71722, Columbo, Sri Lanka
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He X, Mao Y, Cao H, Li L, Wu Y, Yang H. Factors influencing the development of nursing professionalism: a descriptive qualitative study. BMC Nurs 2024; 23:283. [PMID: 38671469 PMCID: PMC11055332 DOI: 10.1186/s12912-024-01945-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2024] [Accepted: 04/17/2024] [Indexed: 04/28/2024] Open
Abstract
BACKGROUND The shortage of nurses threatens the entire healthcare system, and nursing professionalism can improve nurse retention and enhance the quality of care. However, nursing professionalism is dynamic, and the factors influencing its development are not fully understood. METHODS A qualitative descriptive study was conducted. Using maximum variation and purposive sampling, 14 southern and northern China participants were recruited. Semi-structured interviews were conducted from May 2022 to August 2023 in face-to-face conversations in offices in the workplace or via voice calls. The interviews were transcribed verbatim and analyzed via thematic analysis. RESULTS Three main themes emerged: (1) nourishment factors: promoting early sprouting; (2) growth factors: the power of self-activation and overcoming challenges; and (3) rootedness factors: stability and upward momentum. Participants described the early acquisition of nursing professionalism as derived from personality traits, family upbringing, and school professional education, promoting the growth of nursing professionalism through self-activation and overcoming challenges, and maintaining the stable and upward development of nursing professionalism through an upward atmosphere and external motivation. CONCLUSION We revealed the dynamic factors that influence the development of nursing professionalism, including "nourishment factors", "growth factors", and "rootedness factors". Our findings provide a foundation for future development of nursing professionalism cultivation strategies. Nursing administrators can guide the development of nurses' professionalism from many angles according to the stage they are in, and the development of professionalism deserves more attention. In the future, we can no longer consider the development of nursing professionalism solely as the responsibility of individual nurses; the power of families, organizations, and society is indispensable to jointly promoting nursing professionalism among nurses.
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Affiliation(s)
- Xingyue He
- School of Nursing, Shanxi Medical University, Taiyuan, 030001, China
| | - Ya Mao
- School of Nursing, Shanxi Medical University, Taiyuan, 030001, China
| | - Huili Cao
- Department of Nursing, Linfen Hospital Affiliated to Shanxi Medical University (Linfen People's Hospital), Linfen, 041000, China
| | - Linbo Li
- School of Nursing, Shanxi Medical University, Taiyuan, 030001, China
| | - Yanming Wu
- School of Nursing, Shanxi Medical University, Taiyuan, 030001, China
| | - Hui Yang
- School of Nursing, Shanxi Medical University, Taiyuan, 030001, China.
- Department of Nursing, The First Hospital of Shanxi Medical University, Taiyuan, 030001, China.
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Zhu J, Xie X, Pu L, Zou L, Yuan S, Wei L, Zhang F. Relationships between professional identity, motivation, and innovative ability among nursing intern students: A cross-sectional study. Heliyon 2024; 10:e28515. [PMID: 38596131 PMCID: PMC11002581 DOI: 10.1016/j.heliyon.2024.e28515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 03/14/2024] [Accepted: 03/20/2024] [Indexed: 04/11/2024] Open
Abstract
Objective To explore the relationships among motivation, professional identity, and innovative ability of nursing intern students. Background Professional identity and innovative ability are important for nursing students' core competitiveness and care quality. During the internship, nursing students integrate theoretical knowledge and practice, and have a rapid growth. Motivation is positively associated with professional identity and innovative ability. However, there are limited studies examining the professional identity, motivation, and innovative ability of nursing intern students. Design A descriptive cross-sectional online study. Methods Students in the nursing schools in southwest and central of China were included in this study and conducted from June to July 2022. A total of 474 nursing intern students were recruited from 16 nursing schools. Research data were collected with "Participants' Demographics Form", "the Professional Identity Questionnaire for Nursing Students", "the Revised Life Goals Questionnaire", and "the Revised Multidimensional Innovative Questionnaire". Independent-sample t-tests, one-way analysis of variance, correlation coefficients, and structural equation modeling were used in data analysis. This study adhered to the STROBE guidelines. Results A significantly positive correlation was determined among the professional identity (67.55 ± 8.42), motivation (53.38 ± 5.54), and innovative ability (47.99 ± 5.46) of nursing students (r > 0.4, P < 0.001). Motivation had a mediating effect on professional identity and innovative ability (P = 0.003), accounting for 10.9% (0.075/0.689) of the total effect. Conclusions There was a positive correlation among professional identity, motivation, and innovative ability. Developing motivation and professional identity can enhance nursing intern students' ability to innovate.
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Affiliation(s)
- Jiayi Zhu
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Xiaofeng Xie
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Lihui Pu
- Erasmus MC, University Medical Centre Rotterdam, Department Internal Medicine, Section Nursing Science, 3015GD, Rotterdam, the Netherlands
- Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, 4111, Australia
- School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, 4111, Australia
| | - Ling Zou
- Academic Affairs Department, West China School of Medicine, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Shuai Yuan
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Liqin Wei
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
| | - Fengying Zhang
- West China School of Nursing/Nursing Key Laboratory of Sichuan Province/West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, China
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Zhou J, Wang Y, Zeng Q, Zeng Y, Liu Q, Tan S, Gang H. Global prevalence of bullying and associated factors among nursing students during clinical practice: A systematic review and meta-analysis. Nurse Educ Today 2024; 133:106090. [PMID: 38150777 DOI: 10.1016/j.nedt.2023.106090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 12/11/2023] [Accepted: 12/19/2023] [Indexed: 12/29/2023]
Abstract
OBJECTIVE This meta-analysis aims to estimate the global prevalence of bullying among nursing students during clinical practice and identify associated factors. DESIGN Systematic review and meta-analysis. REVIEW METHODS AND DATA SOURCES We conducted a comprehensive literature search across ten databases (PubMed, Cochrane, Web of Science, Embase, CINAHL, PsycINFO, Scopus, Chinese Biomedical, China National Knowledge Internet, and WANFANG) from their inception to January 3, 2023. Two researchers independently screened potentially eligible studies, extracted data, and assessed study quality. Data were analyzed using random-effects or fixed-effects models. Subgroup analyses and meta-regression explored the influence of participant and study characteristics on bullying prevalence. Publication bias and sensitivity analyses were also performed. RESULTS We included 28 studies (N = 9511) from 13 countries on five continents. The pooled estimate of bullying prevalence among nursing students during clinical practice was 65.60 % (95 % CI 55. 75 to 74.27), with no evidence of publication bias (t = 1.51, p-value = 0.14). Subgroup and moderator analyses highlighted the impact of country, continent, publication year, and assessment tool on bullying prevalence. CONCLUSION Nursing students face a high prevalence of bullying during clinical practice. Addressing this issue in nursing education requires prioritizing associated factors, fostering a culture of safety, providing effective training, and promoting individual resilience. These actions can prevent and mitigate bullying, creating a supportive and empowering learning environment for future nurses.
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Affiliation(s)
- Jing Zhou
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China; Dazhou Vocational and Technical College, Dazhou, Sichuan, China
| | - Yuqiang Wang
- Chengdu Fifth People's Hospital, Chengdu, Sichuan, China
| | - Qinglin Zeng
- School of Clinical Medicine, Sichuan College of Traditional Chinese Medicine, Mianyang, China
| | - Yanli Zeng
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China.
| | - Qin Liu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Shiliang Tan
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Haiju Gang
- Chengdu Vocational and Technical College, Chengdu, Sichuan, China
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