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首页> 外文期刊>Journal of Nursing Education and Practice >Emotions and feelings evoked in nursing students exposed to bullying behaviors in clinical settings
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Emotions and feelings evoked in nursing students exposed to bullying behaviors in clinical settings

机译：在临床环境中暴露于欺凌行为的护理学生中唤起的情感和感受

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Background and objective: Though not fully integrated into the profession, student nurses have been exposed to and experienced bullying behaviors with limited skills to mitigate the effects of the behaviors. This qualitative study analyzed the emotions evoked due to exposure to bullying behaviors. Desired to address the question: “How do student nurses feel when they are the recipient of bullying-type behaviors?”Methods: DESIGN: Qualitative descriptive design. SETTING: A nursing college at an urban university in the Midwestern United States; PARTICIPANTS: Matriculated students enrolled in a pre-licensure nursing program. METHODS: As part of a larger mixed informed pilot study, each participant was assigned to either the control or intervention group. Participants in the intervention group received an educational intervention focused on bullying two weeks prior to a scheduled clinical simulation. Participants in both groups each completed an individual clinical simulation during which they were exposed to bullying-type behaviors meant to replicate behaviors they may encounter in actual clinical settings. All participants were informed of their right to disenroll from the study at any point. For the health and safety of participants, individuals were provided with safeguards during the study as well as upon conclusion of their participation. Immediately following the simulation, participants completed an individual debrief interview during which they were asked to describe how the simulation made them feel. Responses were audio recorded and transcribed verbatim. Data were analyzed using a descriptive qualitative to generate thematic results.Results: The three major themes developed included Past Bullying-like Behavior, Feelings Experienced during Simulation, and Perceptions of the Simulation. Participants reported experiencing negative emotions due to the bullying behavior exposure despite receiving an educational intervention. Harmful emotions, such as sadness, led participants to question their ability to perform simple tasks. Student nurses possess the skills and knowledge to perform routine tasks; however, when bullying behaviors target nursing students, the negative behaviors have the potential to adversely affect the whole student.Conclusions: Further research is warranted to identify programs to aid students in overcoming the negative bullying behaviors in the clinical setting.
机译：背景和目标：虽然没有完全融入专业，但学生护士已经接触并经历了有限技能的欺凌行为，以减轻行为的影响。这种定性研究分析了由于暴露于欺凌行为而引起的情绪。希望解决问题：“学生护士如何感受到欺凌式行为的接收者时？”方法：设计：定性描述性设计。环境：美国中西部城市大学的护士学院;参与者：入学的学生注册了许可前护理计划。方法：作为更大的混合明智的试点研究的一部分，每个参与者被分配给控制或干预组。干预组的参与者在预定的临床模拟前两周内接受了欺凌的教育干预。两组的参与者每次完成一个个体临床模拟，在此期间，它们暴露于欺凌型行为，意味着在实际临床环境中复制它们可能遇到的行为。所有参与者都被告知他们在任何时候都从研究中解脱出来。对于参与者的健康和安全，个人在研究期间提供了保障措施以及他们参与的结束。在模拟之后立即完成，参与者完成了个人汇报访谈，在此期间，他们被要求描述模拟如何让他们感受到。响应是录制和翻译的逐字。使用描述性定性来分析数据来生成主题结果。结果：制定的三个主要主题包括过去欺凌等行为，在模拟期间经历的感受以及对模拟的看法。除了接受教育干预时，参与者由于欺凌行为暴露而报告存在负面情绪。有害情绪，如悲伤，LED参与者质疑他们执行简单任务的能力。学生护士拥有执行常规任务的技能和知识;然而，当欺凌行为目标护理学生时，消极行为有可能对整个学生产生不利影响。结论：有必要进行进一步的研究，以确定援助学生克服临床环境中负欺凌行为的方案。

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