Yuan Hu , Shenghua Zhang , Zhanyi Tan , Min Yang , Xiufang Zhao
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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, <em>P</em> = 0.012). Bullying status (β = −0.146, <em>P</em> = 0.010), attitude (β = −0.305, <em>P</em> = 0.016), current state of mind (β = 0.095, <em>P</em> = 0.006), and get training on educational bullying (β = −0.088, <em>P</em> = 0.015) directly affected practice. Additionally, bullying status has an indirect effect on practice through attitude (β = 0.123, <em>P</em> = 0.018).</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106594"},"PeriodicalIF":4.7000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Current status of bullying in nursing education among clinical trainees and their attitude and practice\",\"authors\":\"Yuan Hu , Shenghua Zhang , Zhanyi Tan , Min Yang , Xiufang Zhao\",\"doi\":\"10.1016/j.nedt.2025.106594\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objective</h3><div>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.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted among clinical trainees from 9 Colleges/universities between January and March 2024, using a self-designed, structured questionnaires.</div></div><div><h3>Results</h3><div>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, <em>P</em> = 0.012). Bullying status (β = −0.146, <em>P</em> = 0.010), attitude (β = −0.305, <em>P</em> = 0.016), current state of mind (β = 0.095, <em>P</em> = 0.006), and get training on educational bullying (β = −0.088, <em>P</em> = 0.015) directly affected practice. Additionally, bullying status has an indirect effect on practice through attitude (β = 0.123, <em>P</em> = 0.018).</div></div><div><h3>Conclusion</h3><div>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.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"147 \",\"pages\":\"Article 106594\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2025-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691725000292\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/27 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725000292","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/27 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
目的了解临床实习护士在护理教育中的欺凌现状，了解实习护士对欺凌的态度和行为。方法采用自行设计的结构化问卷，于2024年1月至3月对9所高校的临床实习生进行横断面研究。结果在最初发放的1550份问卷中，1457份被认为是有效的。其中女性1290人，占88.54%。此外，362名受访者（24.85%）报告称经历了高度的精神压力和混乱。欺凌状况、态度和行为的平均得分分别为13.99±13.26（可能范围0 ~ 64）、45.95±11.43（可能范围12 ~ 60）和59.86±17.81（可能范围22 ~ 110）。中介分析表明，霸凌状态直接影响学生的态度（β = - 0.403, P = 0.012）。霸凌状态（β = - 0.146, P = 0.010）、态度（β = - 0.305, P = 0.016）、当前心态（β = 0.095, P = 0.006）和接受教育霸凌培训（β = - 0.088, P = 0.015）直接影响行为。霸凌状态通过态度对练习有间接影响（β = 0.123, P = 0.018）。结论尽管经历过低强度的欺凌，但临床实习生对护理教育中的欺凌表现出积极的态度和适度的行为。这些研究结果强调，需要有针对性的反欺凌培训计划，建立师徒制度，并实施制度政策，以营造支持性和包容性的学习环境，减轻心理压力，提高学员的教育体验。
Current status of bullying in nursing education among clinical trainees and their attitude and practice
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.
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.
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