以质量求发展，以服务铸品牌

护理学报 ›› 2023, Vol. 30 ›› Issue (14): 1-6.doi: 10.16460/j.issn1008-9969.2023.14.001

• 研究生园地 •    下一篇

234名本科实习护生遭受护理教育欺凌现状及影响因素分析

黄伊, 李超凤, 陈丹, 孔祥麟, 范瑛瑛   

  1. 湖南师范大学 医学院,湖南 长沙 410013
  • 收稿日期:2022-12-25 出版日期:2023-07-25 发布日期:2023-08-04
  • 通讯作者: 陈丹（1975-）,女,湖南湘潭人,博士,副教授。E-mail:chengdang@126.com
  • 作者简介:黄伊（2000-）,女,湖南宁乡人,本科学历,硕士研究生在读。
  • 基金资助:
    2021年湖南省普通高等学校教学改革研究项目（HNJG-2021-0396）; 2020年湖南师范大学学位与研究生教育改革研究项目（21JG15）; 湖南师范大学医学院开放基金项目（KF2022037）

Current status of bullying in nursing education among nursing undergraduates and its influence factors: a 234-case study

HUANG Yi, LI Chao-feng, CHEN Dan, KONG Xiang-lin, FAN Ying-ying   

  1. Medical College, Hunan Normal University, Changsha 410013, China
  • Received:2022-12-25 Online:2023-07-25 Published:2023-08-04

PDF (PC)

396

赞

摘要： 目的 调查本科实习护生的护理教育欺凌的现状,并分析其影响因素。方法 采用便利抽样法,于2022年5—6月选取长沙市5所三级甲等综合医院的234名本科实习护生为研究对象。采用一般资料调查问卷、护理教育欺凌行为量表、实习护生学业支持感知量表、情绪智力量表对其进行调查。采用多重线性回归分析探讨本科实习护生遭受护理教育欺凌的影响因素。结果 本组本科实习护生护理教育欺凌得分为9.50（3.00,15.00）分,遭受过护理教育欺凌行为的本科实习护生为177名（75.6%）;多重线性回归分析结果显示,是否喜欢护理职业、实习中与临床带教老师的关系、学业支持感知和情绪智力进入回归方程（P<0.05）,共解释总变异的67.6%。结论 本组本科实习护生遭受护理教育欺凌处于轻度水平,遭受过护理教育欺凌行为的本科实习护生比例为75.6%,不喜欢护理职业、实习中与临床带教老师的关系有些不融洽、学业支持感知水平和情绪智力水平低的本科实习护生遭受护理教育欺凌的水平更高。护理教育者和管理者应加强对本科实习护生的学业支持,注重对其情绪智力的培养,以减少护理教育欺凌行为的发生。

关键词: 实习护生, 护理教育, 欺凌, 学业支持感知, 情绪智力

Abstract: Objective To investigate the current status of bullying in nursing education among nursing undergraduates, and analyze its influencing factors. Methods Convenience sampling was used to select 234 nursing undergraduates from 5 tertiary grade-A general hospitals in Changsha from May to June in 2022. The general information questionnaire, Bullying Behaviors in Nursing Education Scale, Academic Support in the Practicum Scale, and Emotional Intelligence Scale were used to conduct investigation. Multiple linear regression analysis was used to explore the influencing factors of bullying in nursing education among nursing undergraduates. Results The average total score of bullying in nursing education among nursing undergraduates was 9.50（3.00,15.00）. Totally 177 (75.6%) nursing undergraduates had experienced bullying in nursing education. Multiple linear regression analysis showed that attitudes towards nursing occupation, relationship with clinical teachers, perception of academic support, and emotional intelligence entered the regression equation(P<0.05), which explained 67.6% of the total variation. Conclusion Nursing undergraduates in this group suffer from mild level of bullying in nursing education, and 75.6% of the nursing undergraduates experience bullying in nursing education. Nursing undergraduates exhibiting no interest in the nursing profession, experiencing strained interactions with clinical teachers during clinical practice, and reporting low levels of perceived academic support and emotional intelligence are at an increased risk of bullying in nursing education. Nursing educators and managers should strengthen academic support for nursing undergraduates and focus on developing their emotional intelligence to reduce bullying in nursing education.

Key words: nursing student, nursing education, bullying, perception of academic support, emotional intelligence

中图分类号: 

  • G424.4
[1] Cerit K, Turkmen KS, Ekici D.Development of instrument of bullying behaviors in nursing education based on structured equation modeling[J]. Asian Nurs Res, 2018,12(4):245-250. DOI:10.1016/j.anr.2018.07.002.
[2] 王方园,王萌,刘彬,等.护理教育欺凌行为量表的汉化及信效度检验[J].护理学杂志,2021,36(2):58-61. DOI:10.3870/j.issn.1001-4152.2021.02.058.
[3] Onieva-Zafra MD,Fernández-Muñoz JJ, Fernández-Martínez E, et al.Anxiety, perceived stress and coping strategies in nursing students: a cross-sectional, correlational, descriptive study[J]. BMC Med Educ,2020,20(1):370. DOI:10.1186/s12909-020-02294-z.
[4] Jack K, Hamshire C, Harris WE, et al.“My mentor didn't speak to me for the first four weeks”: perceived unfairness experienced by nursing students in clinical practice settings[J]. J Clin Nurs,2017,27(5-6). DOI:10.1111/jocn.14015.
[5] Fernández-Gutiérrez L, Mosteiro-Díaz MP.Bullying in nursing students: a integrative literature review[J].Int J Ment Health Nurs,2021,30(4):821-833. DOI:10.1111/inm.12854.
[6] Tee S, Üzar Özçetin YS, Russell-Westhead M.Workplace violence experienced by nursing students: a UK survey[J]. Nurse Educ Today,2016,41:30-35. DOI:10.1016/j.nedt.2016.03.014.
[7] Abdelaziz EM, Abu-Snieneh HM.The impact of bullying on the mental health and academic achievement of nursing students[J]. Perspect Psychiatr Care,2022,58(2):623-634. DOI:10.1111/ppc.12826.
[8] O'Flynn-Magee K, Rodney P, Pearson M, et al. Interrupting the cycle of bullying witnessed or experienced by nursing students:an ethical and relational action framework[J]. Nurse Educ Today,2020,91:104458.DOI:10.1016/j.nedt.2020.104458.
[9] 孙爱华,常振平,于佳佳,等.烟台市实习护生感知教育欺凌行为的现状及影响因素分析[J].中国卫生统计,2022,39(5):792-794,797. DOI:10.3969/j.issn.1002-3674.2022.05.037.
[10] 王艳,贾可,梁圆,等.护生遭受欺凌行为现状及影响因素分析[J].护士进修杂志,2020,35(4):300-304. DOI:10.16821/j.cnki.hsjx.2020.04.003.
[11] Eick SA, Williamson GR, Heath V.A systematic review of placement-related attrition in nurse education[J].Int J Nurs Stud,2012,49(10):1299-1309.DOI:10.1016/j.ijnurstu.2011.12.004.
[12] 成萍萍,任一飞,郑晓萌,等.新疆护士工作场所欺凌与情绪智力的相关性分析[J].护理学杂志,2021,36(19):69-72. DOI:10.3870/j.issn.1001-4152.2021.19.069.
[13] 李铮,刘宁.护理学研究方法[M].2版.北京:人民卫生出版社,2018:58.
[14] Arribas-Marín J, Hernández-Franco V, Plumed-Moreno C.Nursing students' perception of academic support in the practicum: development of a reliable and valid measurement instrument[J]. J Prof Nurs, 2017,33(5):387-395. DOI:10.1016/j.profnurs.2017.03.001.
[15] 李晨阳,张春梅,侯振华,等.实习护生学业支持感知量表的汉化及信度效度检验[J].中国护理管理,2018,18(9):1192-1196. DOI:10.3969/j.issn.1672-1756.2018.09.009.
[16] Law K S, Wong C-S, Song L J.The construct and criterion validity of emotional intelligence and its potential utility for management studies[J]. J Appl Psychol,2004,89(3):483-496. DOI:10.1037/0021-9010.89.3.483.
[17] 王叶飞. 情绪智力量表中文版的信效度研究[D].长沙:中南大学,2010.DOI:10.7666/d.y1721011.
[18] 夏燕. 情绪智力量表在临床低年资护士中的信效度研究及应用[D].扬州:扬州大学,2017.
[19] 孙振球. 医学统计学[M].4版.北京:人民卫生出版社,2014:615.
[20] 王方园. 护生遭受欺凌行为量表的汉化及其在实习护生中的初步应用[D].开封:河南大学,2020. DOI:10.27114/d.cnki.ghnau.2020.000714.
[21] Ulrich DL, Gillespie GL, Boesch MC, et al.Reflective responses following a role-play simulation of nurse bullying[J]. Nurs Educ Perspect, 2017,38(4):203-205. DOI:10.1097/01.NEP.0000000000000144.
[22] 侯铭,刘泳秀,余莉,等.实习护生工作场所欺凌现状及其影响因素[J].护理学杂志,2020,35(2):81-84. DOI:10.3870/j.issn.1001-4152.2020.02.081.
[23] 丁姣姣,李艳,刘梅梅.护理本科生实习参与度现状及影响因素研究[J].护理学杂志,2021,36(13):73-75. DOI:10.3870/j.issn.1001-4152.2021.13.073.
[24] Ward AE, McComb SA. Formalising the precepting process: a concept analysis of preceptorship[J]. J Clin Nurs,2018,27(5-6):e873-e881. DOI:10.1111/jocn.14203.
[25] Tambağ H.Examination of nursing students' anxiety levels related to clinical practice with respect to peer support[J]. Perspect Psychiatr Care,2021,57(3):1114-1119.DOI:10.1111/ppc.12664.
[26] Dou S, Han C, Li C, et al.Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model[J].BMC Nurs,2022,21(1):149.DOI:10.1186/s12912-022-00933-y.
[27] 张万鸾,梁雨,周利华.自我效能在本科护生情绪智力与文化智力间的中介效应[J].护理学报,2022,29(10):14-18. DOI:10.16460/j.issn1008-9969.2022.10.014.
[28] 耿玉芳,周利华,王维利.文化智力影响临床护士整合-冲突处理模式的中介效应分析[J].中国护理管理,2020,20(8):1215-1219.DOI:10.3969/j.issn.1672-1756.2020.08.020.
[1] 赵凌云, 陈思羽, 谢颖, 卢美秀, 黄梅芳, 戴小红. 脐带脱垂虚拟仿真实验教学项目的研发与应用[J]. 护理学报, 2023, 30(7): 29-32.
[2] 刘蔚, 李育玲, 韩清华, 蔺彦丽. 基于社会学习理论实习护生同伴支持教育方案的构建[J]. 护理学报, 2023, 30(3): 16-19.
[3] 梁小燕, 蒋维连, 李春健, 欧艳芳, 刘佳萍. 临床护士实施课程思政教学促进及障碍因素的质性研究[J]. 护理学报, 2023, 30(2): 27-30.
[4] 李冬秀, 洪霞, 陈婷玉, 向月, 方凤贞. 基于深度学习理论的“传染病护理学”课程思政教学实践[J]. 护理学报, 2023, 30(14): 24-27.
[5] 黄宇星, 刘宁, 黄婷. 基于核心能力构建适宜中低资源地区护理本科循证实践教学指标体系[J]. 护理学报, 2023, 30(13): 24-28.
[6] 刘凤, 张雨晨, 唐雅兮, 余飞龙, 邱依杰, 文雯. 心理韧性在本科护生欺凌行为与学业投入的调节效应[J]. 护理学报, 2023, 30(10): 58-62.
[7] 李娜, 王建英. 情景游戏在本科实习护生评判性思维能力与临床实践能力培养中的应用[J]. 护理学报, 2022, 29(5): 22-26.
[8] 鹿笑寒, 宋洁, 王晋芳, 刘霖, 陈海雯, 姜倩倩. 置信职业行为在护理教育中的研究现状[J]. 护理学报, 2022, 29(3): 35-39.
[9] 肖凤, 宋慧娟, 任英, 李爽, 施盛莹, 赖嘉微. 临床护士自我效能感在情绪智力与关怀行为间的中介调节作用[J]. 护理学报, 2022, 29(3): 62-66.
[10] 罗忠琛, 唐娇, 郑艺平, 胡少锦, 范纪莉, 余静雅. 卫生保健相关后悔应对量表的汉化及其在实习护生中的信效度检验[J]. 护理学报, 2022, 29(22): 58-64.
[11] 刘清媛, 叶红芳, 徐湘荣, 戴薇, 李媛. 212名新护士反馈寻求行为现状及影响因素分析[J]. 护理学报, 2022, 29(19): 52-55.
[12] 周梦娟, 赵媛, 朱晓丽, 刘蕾, 钟丽丽, 马维莉, 陆涵, 杨怡霖, 李婷, 史婷婷. 经验性回避在护理硕士研究生情绪智力与心理弹性间的中介效应分析[J]. 护理学报, 2022, 29(12): 11-15.
[13] 张万鸾, 梁雨, 周利华. 自我效能在本科护生情绪智力与文化智力间的中介效应[J]. 护理学报, 2022, 29(10): 14-18.
[14] 何亚林, 杜娟, 周莉, 但鑫. 本科实习护生的社会支持和成就动机在其自主学习准备度与问题解决能力间的中介作用[J]. 护理学报, 2021, 28(8): 50-55.
[15] 李姗姗, 周丹, 赵林, 刘玉涛, 陈秀娟, 单信芝. 情绪智力在本科实习护生感知组织关怀氛围与人文关怀间的中介效应[J]. 护理学报, 2021, 28(11): 46-50.
Viewed
Full text


Abstract

Cited
  Shared   
[1] 张侍玉, 王玉然, 赵姝姝, 王杰敏. 头颈癌放疗患者重度放射性口腔黏膜炎风险预测模型的构建与验证[J]. 护理学报, 2023, 30(10): 68 -72 .
[2] 张咪, 吴艳妮, 黄秀娥, 杨晶, 王润, 杨玲莉, 赵慧慧, 周春兰. 失能老人和配偶照顾者健康素养与自我效能对生活质量的交互作用[J]. 护理学报, 2023, 30(13): 1 -5 .
[3] 项晓婷, 张会, 苏畅, 胡桑, 张真, 许静, 仲蕾, 陆雅维. Caprini评分联合凝血指标构建PICC相关性血栓风险可视化模型[J]. 护理学报, 2023, 30(13): 6 -12 .
[4] 孙梦晨, 冯芳茗, 何佳倩, 范思雨, 杨颖, 季佳妮. 癌症患者自杀风险评估量表的编制及信效度检验[J]. 护理学报, 2023, 30(13): 13 -17 .
[5] 乔悦, 段培蓓, 王晓庆, 杨丽华, 邹炎铃, 费超男. 173例晚期癌症患者家庭回避癌症沟通现状及影响因素分析[J]. 护理学报, 2023, 30(13): 18 -23 .
[6] 黄宇星, 刘宁, 黄婷. 基于核心能力构建适宜中低资源地区护理本科循证实践教学指标体系[J]. 护理学报, 2023, 30(13): 24 -28 .
[7] 刘莉, 朋彩虹, 刘静. 双导师指导下的分学期递进式培养模式对护理专升本学生科研能力的影响[J]. 护理学报, 2023, 30(13): 29 -33 .
[8] 牛瑞, 宋晓东, 柴丹, 曹俊, 杨西宁. 医务人员卫生保健相关后悔的现状及应对策略研究[J]. 护理学报, 2023, 30(13): 34 -37 .
[9] 张颖, 刘雪琴, 刘晓辉, 聂亚杰, 章晓菲, 赵洁, 代楠, 王肖阳. 血液透析疲乏患者报告结局评估工具临床应用的研究进展[J]. 护理学报, 2023, 30(13): 38 -41 .
[10] 叶琴, 周立霞, 刘宁. 精准医学背景下母方案设计临床应用的范围综述[J]. 护理学报, 2023, 30(13): 42 -46 .