Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, TAS, Australia.
School of Nursing and Midwifery, University of Newcastle, University Drive, Callaghan, NSW, Australia.
J Clin Nurs. 2018 Mar;27(5-6):e903-e912. doi: 10.1111/jocn.13983. Epub 2018 Jan 8.
To present findings from a study that explored nursing students' experiences of bullying in clinical and academic settings, the strategies used to negotiate bullying and recommendations for empowering future students.
Nursing students are identified as a group who are at particular risk of bullying. Numerous studies have examined students' experiences of bullying in clinical contexts by qualified nurses; however, there has been far less attention to the bullying that occurs in academic settings where the perpetrators are university staff and other students.
The qualitative findings presented in this paper form one component of a mixed-methods, multisite study that examined the nature and extent of bullying in one cohort of nursing students.
A convenience sample of 29 first-, second- and third-year undergraduate nursing students from one semimetropolitan Australian university was recruited for semistructured interviews in 2014. Interview data were analysed using NVivo.
Participants described multiple examples of bullying occurring in both clinical and academic settings. Perpetrators included clinicians, facilitators, academics and fellow students. Bullying ranged from incivility to physical attacks. The impact of the bullying was profound; it caused many of the participants to feel anxious and distressed, it undermined their confidence and perception of competence, and it often led them to question their career choice. Strategies described by participants to cope with or manage the bullying included avoidance, trying to "just survive" and seeking support from trusted academic staff, family and friends. No episodes of bullying were formally reported.
Bullying remains a pervasive phenomenon occurring in both clinical and academic settings. Students are, in many respects, a vulnerable and disempowered population who often fear the consequences of making a formal complaint. Thus, reporting structures and support strategies need to be re-examined, and resilience training is imperative.
Bullying remains a continuing concern in undergraduate nursing degrees. Efforts must be made in clinical and academic settings to heed the advice of undergraduates using broader strategies to address the issues.
介绍一项研究的结果，该研究探讨了护理学生在临床和学术环境中遭受欺凌的经历、他们用来应对欺凌的策略，以及为增强未来学生能力提出的建议。
护理学生被认为是处于特别受欺凌风险的群体。许多研究已经检查了临床环境中由合格护士对学生的欺凌经历；然而，对于在学术环境中发生的欺凌行为，关注程度要低得多，肇事者是大学工作人员和其他学生。
本文呈现的定性研究结果是一项混合方法、多地点研究的一部分，该研究检查了一个护理学生队列中的欺凌行为的性质和程度。
2014 年，从一所澳大利亚半城市大学的一年级、二年级和三年级本科护理学生中招募了一个方便样本的 29 名学生进行半结构化访谈。使用 NVivo 分析访谈数据。
参与者描述了在临床和学术环境中发生的多种欺凌行为。肇事者包括临床医生、促进者、学者和同学。欺凌行为的范围从不文明行为到身体攻击。欺凌的影响是深远的；它导致许多参与者感到焦虑和痛苦，破坏了他们的信心和能力感，并且经常导致他们质疑自己的职业选择。参与者描述的应对或管理欺凌的策略包括回避、试图“只是生存”以及寻求可信任的学术工作人员、家人和朋友的支持。没有欺凌事件被正式报告。
欺凌仍然是一个普遍存在的现象，发生在临床和学术环境中。在许多方面，学生是一个脆弱和无权的群体，他们常常害怕提出正式投诉的后果。因此，需要重新审查报告结构和支持策略，并且需要进行韧性培训。
欺凌仍然是本科护理学位的一个持续关注点。必须在临床和学术环境中努力听取本科生的意见，使用更广泛的策略来解决这些问题。
