Abstract
Bullying is a growing problem in nursing education from the academia area to the clinical setting that is under-reported and tolerated by nursing students. Aim: The main aim is to explain the phenomena of bullying behaviors among Saudi female students during their study in nursing education program. Design: The study utilized a cross-sectional quantitative descriptive design. Setting: It conducted in the College of Applied Medical Sciences (CAMS) at University of Hafr Al-Batin (UHB) in Saudi Arabia. Participants: The sample consisted of (130) Saudi female nursing students. Tools: The instrument consists of four parts; the first part involves personal information. The second part contains 25 items of different types of bullying and the third part covers the consequences of bullying. The final part includes four closed ended questions about widespread learning environments (4 options), sources of bullying (7 options), coping strategies (9 options) and reasons for not reporting (8 options). Results: The current study confirmed that Saudi female nursing students experienced different forms of bullying behaviors in the traditional classroom and clinical settings. Recommendations: There is a need to establish policy for identifying the legal implications of bullying and integrating the bullying issue in the curriculum of nursing education program. Conclusion: There is an evidence for presence of bullying phenomena among Saudi female nursing students that deserve to be studied in nursing education and practice.
Highlights
In contemporary society, bullying becomes a serious problem that negatively affects the students, educators, workplace, quality of training, and patient care [1,2]
The results showed that clinical practice setting is the most frequent learning environment involving bullying behaviors, followed by traditional classroom, skills laboratories
According to the current study results, the most frequently reasons of not reporting bullying behaviors experienced by participants were fearing of punishment (46.2%), fearing of poor evaluation (43.8%), belief if it is known doing nothing (41.5%), labeling a trouble maker (39.2%), and do not know whom to report (27.7%)
Summary
In contemporary society, bullying becomes a serious problem that negatively affects the students, educators, workplace, quality of training, and patient care [1,2]. Bullying defined as a form of interpersonal violence or personal harassment that directed against someone who cannot defend him or herself [3] It is an aggressive, intentional behavior that is carried out by a group or an individual, repeatedly and over time [4]. Bullying in nursing is a widespread problem from academia area to the clinical settings [6] It occurs in nursing practice, as well as in nursing education at all levels and in all contexts. Bullying is an apparent contradiction in a nursing profession where the importance of caring is considered to be absolute [3] It may be directed upward (faculty against students), downward (students against faculty), or horizontally (student to student or faculty to faculty) [7]. Bullying is an umbrella term that involves aggressiveness, mobbing, incivility, horizontal and workplace violence, harassment and verbal abuse [8] and [9]
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