Seibel Michelle
Thompson Rivers University, School of Nursing, 900 McGill Rd., PO Box 3010, Kamloops, BC V2C 0C8, Canada.
Nurse Educ Pract. 2014 May;14(3):271-4. doi: 10.1016/j.nepr.2013.08.013. Epub 2013 Sep 13.
The purpose of this review is to determine what we currently know about faculty bullying of nursing students during undergraduate clinical experiences. The review included 31 peer-reviewed articles and dissertations investigating faculty bullying of nursing students and those factors which can influence the phenomenon. A significant finding of this review is that faculty bullying of students arises out of complex contextual influences involving the practice setting, as well as perceptions and coping strategies of both faculty members and students. This belies the current understanding of bullying within nursing education as intentional, and arising from the personal pathologies of the teacher or student. This has implications for clinical faculty members as well as Schools of Nursing. As well, it highlights future directions for research, including interventions to decrease faculty bullying of students.
本综述的目的是确定我们目前对本科临床实习期间教师欺凌护理专业学生这一现象的了解。该综述纳入了31篇经同行评审的文章和论文，这些研究调查了教师对护理专业学生的欺凌行为以及可能影响这一现象的因素。该综述的一个重要发现是，教师对学生的欺凌行为源于复杂的背景影响，包括实践环境，以及教师和学生的认知与应对策略。这与目前护理教育领域对欺凌行为的理解相悖，即认为欺凌是故意的，且源于教师或学生的个人病态心理。这对临床教师以及护理学院都有影响。此外，它还突出了未来的研究方向，包括减少教师对学生欺凌行为的干预措施。
