Nurse education today · 2025
Current status of bullying in nursing education among clinical trainees and their attitude and practice.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Hu Yuan, Zhang Shenghua, Tan Zhanyi, Yang Min, Zhao Xiufang
Аннотация
OBJECTIVE: This study aimed to examine the current status of bullying in nursing education among clinical trainees and to assess their attitudes and practices towards such bullying.
METHODS: This cross-sectional study was conducted among clinical trainees from 9 Colleges/universities between January and March 2024, using a self-designed, structured questionnaires.
RESULTS: Out of the initial 1550 distributed questionnaires, 1457 were deemed valid for analysis. Among the respondents, 1290 (88.54 %) were female. Additionally, 362 respondents (24.85 %) reported experiencing high levels of mental stress and confusion. The mean scores for bullying status, attitudes, and practices were 13.99 ± 13.26 (possible range: 0-64), 45.95 ± 11.43 (possible range: 12-60), and 59.86 ± 17.81 (possible range: 22-110), respectively. The mediation analysis indicated that bullying status directly affected attitude (β = -0.403, P = 0.012). Bullying status (β = -0.146, P = 0.010), attitude (β = -0.305, P = 0.016), current state of mind (β = 0.095, P = 0.006), and get training on educational bullying (β = -0.088, P = 0.015) directly affected practice. Additionally, bullying status has an indirect effect on practice through attitude (β = 0.123, P = 0.018).
CONCLUSION: Despite experiencing low-intensity bullying with significant psychological effects, clinical trainees exhibited positive attitudes and moderate practices towards addressing bullying in nursing education. These findings highlight the need for targeted anti-bullying training programs, the establishment of mentorship systems, and the implementation of institutional policies to foster a supportive and inclusive learning environment, mitigate psychological stress, and enhance trainees' educational experiences.
METHODS: This cross-sectional study was conducted among clinical trainees from 9 Colleges/universities between January and March 2024, using a self-designed, structured questionnaires.
RESULTS: Out of the initial 1550 distributed questionnaires, 1457 were deemed valid for analysis. Among the respondents, 1290 (88.54 %) were female. Additionally, 362 respondents (24.85 %) reported experiencing high levels of mental stress and confusion. The mean scores for bullying status, attitudes, and practices were 13.99 ± 13.26 (possible range: 0-64), 45.95 ± 11.43 (possible range: 12-60), and 59.86 ± 17.81 (possible range: 22-110), respectively. The mediation analysis indicated that bullying status directly affected attitude (β = -0.403, P = 0.012). Bullying status (β = -0.146, P = 0.010), attitude (β = -0.305, P = 0.016), current state of mind (β = 0.095, P = 0.006), and get training on educational bullying (β = -0.088, P = 0.015) directly affected practice. Additionally, bullying status has an indirect effect on practice through attitude (β = 0.123, P = 0.018).
CONCLUSION: Despite experiencing low-intensity bullying with significant psychological effects, clinical trainees exhibited positive attitudes and moderate practices towards addressing bullying in nursing education. These findings highlight the need for targeted anti-bullying training programs, the establishment of mentorship systems, and the implementation of institutional policies to foster a supportive and inclusive learning environment, mitigate psychological stress, and enhance trainees' educational experiences.