الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 112 |  |  |
| | | from | 112 | | |
Abstract
The phenomenon of bullying / violence is one of the most difficult problems faced by schools, in spite of the fact that all students have the right to have education in a safe environment, a global phenomenon that speaks not only in the health care sector but also in nursing education. Studies show that nurses and nursing students are at high risk of aggressive behavior by supervisors, colleagues, doctors, and even patients and their families.
Bullying has been shown to reduce self-confidence and productivity. Moreover, it makes students feel frustrated which leads to a change in their performance and effectiveness within the academic framework. Also, bullying in nursing has been identified as a stress-based work that not only negatively affects the nurse, but also the patient care provided by the nurse.
The Aim of this study is:
1. Explore types of bullying experienced by Faculty of Nursing students during clinical training.
2. Identify coping strategies used by Faculty of Nursing students to deal with such bullying.
3. Determine the relationship between coping strategies with bullying and nursing students’ self esteem.
Research Questions
The research Questions are:
1. What are the types of bullying experienced by Faculty of Nursing students during clinical training?
2. What are the coping strategies used by Faculty of Nursing students to deal with such bullying?
3. Is there a relationship between coping strategies with bullying and nursing students’ self-esteem?
Setting:
The study was conducted at the Faculty of Nursing - Alexandria University.
Subjects:
The total number of nursing students who participated in the study was 754 male and female students. These comprised 290 students from third and fourth semesters,289 students from fifth and sixth semesters, and 175 students from seventh and eighth semesters. Students from first and second semesters were excluded from the study because of limited contact with clinical areas.
The study Tools:
Three tools were used to collect the data for this study;
ToolI :The Bullying in Nursing Education Questionnaire :
The Bullying in Nursing Education Questionnaire, developed by Stevenson et al. (2006) to investigate student nurses’ experiences of bullying in clinical nursing areas. It was translated into Arabic by the researcher. It comprised 32 statements associated with the phenomenon of bullying, on which students were asked to indicate behavior frequency. Responses were measured on a 4-point Likert rating scale ranging from (1) never to (4) all the time. In additionpersonal and academic data of the students were collected.
Tool II: The Rosenberg Self-Esteem Scale.
Rosenberg self esteem scale (Rosenberg, 1965), is a widely-used self-esteem measure in social science research. It includes ten items answeredon a four point Likert scale. The total score was divided into 3 levels low, moderate, and high self esteem.
Tool III: The Brief Challenging Outdoor Personal Experience (COPE) Inventory.
The Brief COPE Inventory was developed by Carver (1989) and used to capture adaptive and maladaptive coping strategies used to deal with bullying.It consists of 14 subscales representing 14 separate coping mechanisms with 2-items per scale, namely: self-distraction, active coping, denial, substance abuse, use of emotional support, use of instrumental support, behavioral disengagement, venting, positive reframing, planning, humor, acceptance, religion, and self-blame. Responses were measured on a 4-point Likert rating scale. The total scores ranged from 28 to 112. The higher the scores, the better the coping strategies used.
Method:
• A written permission to conduct the study was obtained from the Dean and the heads of the Academic Nursing Departments at the Faculty of Nursing, Alexandria, University.
Tool I, Tool II, and Tool III were translated into Arabic language.
• Tools were submitted to nine experts in the related fields to determine content validity.
• A pilot study was carried out on 50 nursing students representing about 5% of each semester.They were selected randomly to test clarity and the applicability of tools, assess the time needed for answer the questions, and to discover problems that may arise during data collection.
• Reliability of the tools was done using test-retest method on 50 nursing students from 3rd-8th semester at the Faculty of Nursing, Alexandria University who were selected randomly. Retesting was done after 30 days of collecting the pilot data. Tools were proved reliable.
• Personal communication with the students was carried out to gain their cooperation. The researcher explained the purpose of the study to the students and reassured them that the obtained information will be confidential, and a written consent was obtained.
• Data were collected during the second semester of the academic year 2015-2016 through two phases, in the first phase, tool I was applied to all students enrolled in the designated semesters (754) students to identify students who experienced bullying behavior. In the second phase, tools II and III were used with the students who reported experiencing bullying behaviors number amounted 391students.
• After completion of data collection, Data were fed to the computer and analyzed using IBM SPSS software package version 20. (Armonk, NY: IBM Corp) Qualitative data were described using number and percent. Quantitative data were described using range (minimum and maximum), mean, and standard deviation. Significance of the obtained results was judged at the 5% level.
Study findings
The main findings were as follows:
According to demographic characteristics and academic. The result reveals that the total number of nursing students was 754, their age ranged from 20-25 years .The majority of students (81.3 %) were females, and (95.9%) were single. Almost three-quarters (72.7%) of the nursing students were living in rural areas.
In relation to study semesters an almost equal percentage (38.5% and 38.3%) were in the 3rd-4th and 5th-6th semesters respectively, while 23.2% were enrolled in the 7th-8th semesters. According to last GPA, it was found that 56% of the nursing students received (B) grade, 41.6% received (C) grade, and only 2.4% received (A) grade. In relation to experience of bullying behaviors. 391students representing (51.9%) of the nursing students experienced bullying behaviors during their clinical training, distributed 81 male and 310 female.
As regarding to levels of bullying behavior, it was found the majority of students 90.5% reported low level of experienced bullying behaviors. According to sources of bullying behaviors as reported by studied nursing students. It was found that clinical instructors represented by 68.2%, and followed by Staff nurse 54.7%, and classmate 53.7%. The least frequent source of bullying was other hospital staff (29.1%).
As regarding to coping degree it was found that (53.2%) of bullied nursing students had low level of coping degree, (43.2%) of the studied students had moderate level of coping degree, and 3.6% of bullied students had high level of coping degree. In relation to levels of self esteem it was found that 58.1% of the students had moderate level and 16.1% had low level of self esteem.
As regarding to correlation between bullying Behaviors, coping Strategies, and self esteem, among studied nursing students in the academic semesters. It was noticed that no significant correlation was found between bullying behaviors, coping strategies, and self esteem.