临床环境中的欺凌行为：潜在的有害干扰因素。
Bullying Behaviors in Clinical Settings: Potentially Harmful Distractions.
作者信息
Rutherford Dawna, Gillespie Gordon Lee, Bresler Scott, Johnson Kimberly, Smith Carolyn R
机构信息
About the Authors Dawna Rutherford, PhD, RN, adjunct clinical instructor, Salem State University, Salem, Massachusetts, is with Staff Nurse/Traveler RN Network, Nome, Alaska. Gordon Lee Gillespie, PhD, DNP, RN, was professor, College of Nursing, University of Cincinnati, Cincinnati, Ohio, when this study was conducted. He is currently chief program officer, National League for Nursing. Scott Bresler, PhD, was clinical director, Division of Forensic Psychiatry, University of Cincinnati College of Medicine, when this study was conducted. Kimberly Johnson, PhD, RN, CEN, and Carolyn R. Smith, PhD, RN, CNE, are associate professors, College of Nursing, University of Cincinnati. This study was funded by an award to Dr. Rutherford from the National Institute for Occupational Safety and Health through the Pilot Research Project Training Program of the University of Cincinnati Education and Research Center Grant #T42OH008432. For more information, contact Dr. Gillespie at
出版信息
Nurs Educ Perspect. 2025;46(4):246-248. doi: 10.1097/01.NEP.0000000000001380. Epub 2025 Jan 23.
Nursing students exposed to bullying behaviors are at risk for making medication errors. For a quasi-experimental study, 15 prelicensure nursing students at a Midwestern university were exposed to simulated bullying behaviors or common distractions while administering medications in a laboratory setting. Data were analyzed using Kruskal-Wallis tests. There was no significant difference in medication administration rubric score ( H [2] = 1.489, p = .475) or time spent in room ( H [2] = 1.778, p = .411) between groups. Bullying behaviors and other interruptions distracted nursing students from successfully completing the medication administration simulation.
遭受欺凌行为的护理专业学生存在用药错误的风险。在一项准实验研究中，中西部一所大学的15名预执业护理专业学生在实验室环境中给药时，遭受了模拟的欺凌行为或常见干扰。使用克鲁斯卡尔-沃利斯检验对数据进行分析。两组之间在给药评分标准得分（H[2]=1.489，p=0.475）或在房间内花费的时间（H[2]=1.778，p=0.411）方面没有显著差异。欺凌行为和其他干扰使护理专业学生无法成功完成给药模拟。
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