A Descriptive Study to Assess the Effects of Bullying Behaviour on Self-efficacy and Coping Strategies used in Clinical Placement among BSc Nursing Students of Selected Nursing Colleges in Kashmir

Abstract

Introduction: The study was conducted with the aim to assess the effects of bullying behaviours on self-efficacy and coping strategies used in clinical placement among the B.Sc nursing students of selected nursing colleges in Kashmir to learn about the interactions with fellow students, staff nurses, physicians, clinical instructors, patients/patient relatives and other hospital staff that contribute to clinical experiences in an effort to ensure that clinical placement environments remain a source of positive student-centred learning.
Methods: Quantitative descriptive design was used to assess the effects of bullying behaviour on self-efficacy and coping strategies used in clinical placement among the B.Sc nursing students of selected nursing colleges in Kashmir since it aided in attaining first-hand information and enhanced obtaining accurate and meaningful information data. Non-probability convenient sampling technique was used to collect data from nursing students who fulfilled the inclusion criteria. Data was collected using self structured inventory for bullying in clinical placement, standardised scales General self-efficacy scale and Brief COPE Scale. The tool was validated by 09 experts. Reliability of the tool was established by using Karl Pearson’s correlation coefficient. The coefficient of reliability was 0.91 for self-structured inventory (BICP). Pilot study was conducted on 21 BSc nursing students studying in ^3rd year and 4^th year standards at BHCNMT Srinagar, Kashmir. The main study was conducted on 210 BSc nursing students studying in ^3rd year and 4^th year standards at BHCNMT, MMINSR and GCN Baghi Dilawar Khanyar Srinagar, Kashmir from 010/09/2020 to 30/09/2020 by administering self-structured inventory for bullying in clinical placement, standardised scales General self-efficacy scale and Brief COPE Scale. Data were analysed using descriptive and inferential statistics.
Results: The findings of this study revealed that the majority of respondents (91.4%) experienced bullying behaviours during clinical placement of BSC in nursing. The findings of the study revealed that being rejected or ignored (67.6%) is the most frequently reported among the top ten bullying behaviours reported by nursing students in the clinical setting; followed by humiliation in connection with clinical work in front of others (59%), Undue pressure to Work below competence (58.1%), Restrictions to the learning opportunities (57.1%), Undesirable assignment as punishment (56.7%), Deprived of information purposefully (56.2%), Negative remarks about becoming a nurse (55.8%), Screaming /target of spontaneous anger (52.9%), Witnessed professional colleagues bullied (52.4%), and Cues to quit nursing course (50.5%). The least reported bullying behaviours were: discrimination on the basis of gender (28.6%) followed by actual physical abuse (29.5%). Moreover, nursing students identified clinical instructors (24.55%) as the most frequent perpetuators of bullying behaviours followed by physicians (18.25%), staff nurses (16.03), other hospital staff (14.84) and patient/patient relatives (13.75); whereas the least frequent perpetrators of bullying behaviours were classmates (12.56). The most-reported effect of bullying was that the nursing students felt a loss of confidence (52.4%) followed by thinking about leaving the profession (44.8%), palpitations (43.3%) and fatigue (39%). However, the least effect was body aches (5.2%) followed by feelings of loneliness (7.6%) and GI disturbance(9.5%). Further findings of the study revealed that at a 0.01 level of significance there is a moderately negative correlation (r = -2.41, .551) between bullying behaviours and the general self-efficacy of the nursing students. Furthermore, findings show that at a 0.01 level of significance there is a slightly positive correlation (r = .290, p= .006) between bullying behaviours and the use of dysfunctional coping strategies by nursing students in clinical placement.
Conclusions: The prevalence of bullying behaviours experienced by nursing students is increasingly evident in the current study negatively affecting their physical, psychological and organisational health with a consequent decrease in their general self-efficacy and perpetuating increased use of maladaptive coping strategies to overcome bullying stress. Bullying is likely to continue unless nurse educators recognize the problem and take the opportunity to lead efforts to ameliorate this destructive force while helping students develop an ethically sound and morally based professional compass. Further, a multidimensional, comprehensive model of intervention is required to successfully reduce and prevent nursing students’ experience of bullying. This requires collaborative relationships between health care organizations, colleges of nursing, students, and professional nurses. Thus, the researcher concludes that the nursing profession as a whole must regain strength, by adopting strategies that assist in creating an improved nursing environment that fosters a culture of acceptance, patience and understanding, rather than a culture of indifference and hostility, which perpetuates the cycle of bullying and the socialization of negative practices.

How to cite this article:
Bhat AA, Kour P, Dar MA. A Descriptive Study to Assess the Effects of Bullying Behaviour on Selfefficacy and Coping Strategies used in Clinical Placement among BSc Nursing Students of Selected Nursing Colleges in Kashmir. Trends Nurs Adm Edu. 2021;10(2):24-29.

DOI: https://doi.org/10.24321/2348.2141.202108