Nursing students’ experiences of bullying in clinical practice

Abstract

Bullying is a major concern in the nursing profession because of its implications for patients’ safety, the health of nurses and nursing students, as well as on the workforce in the healthcare system. The purpose of the study was to explain the incidence and state of bullying experienced by nursing students in the undergraduate nursing program during clinical practice. Fifty-five undergraduate nursing students participated in the mixed methods research conducted in a tertiary institution in Western Canada. Participants completed an online survey and an individual interview. Survey data were analyzed using descriptive statistics while thematic analysis was employed for the open-ended questions on the survey and individual interviews. The findings from the study showed that a small number of students four (7.7%) frequently experienced bullying in the clinical setting with clinical instructors and practicing nurses being the main perpetrators. Students reported anxiety connected with going for clinical practice however a unique finding from this study was that the affected students continued to go for clinical practice and decided to remain in the program because of their goal to become registered nurses. Peers from the program were one of the key support systems for the students when they experienced the negative behavior. Irrespective of the low incidence of bullying at the research site, the impact of the behavior aligns with the literature. The findings from this study has the potential to inform clinical practices and policies in undergraduate nursing programs.

“Let's Call a Spade a Spade. My Barrier is Being a Black Student”: Challenges for Black Undergraduate Nursing Students in a Western Canadian Province

“…They need to have a platform … I think [platforms] should be led and organized by someone that's also a member of the visible minority because … they can relate … to the struggles that Black students [experience]. [P13] This paper advances a discussion on the barriers influencing Black nursing student success and related participant recommendations in a context of systemic racism in nursing, unconscious racial bias, and coping mechanisms (Luhanga et al, 2022).…”

“…However, literature on the experiences of Black nursing students is sparse, with most emanating from the USA; the few Canadian studies feature small sample sizes (Besa et al, 2022; Luhanga et al, 2020; Sedgwick et al, 2014). In addition, participants who failed or dropped out of nursing programs are often not included, which limits understanding of supports or barriers to success.…”

“…The fast-growing Black population also offers significant opportunities to address gaps in Black nursing equity and diversity and include their voices in Canadian academia (CNA, 2009). Unfortunately, Black and other racialized students are not only underrepresented in Canadian university and college of nursing programs (Besa et al, 2022; Jefferies, 2020; Jefferies et al, 2022; Luhanga et al, 2020; Monteiro, 2018; RNAO, 2022) and elsewhere (e.g., the USA) (Ezeonwu, 2019; Iheduru-Anderson et al, 2021), they also experience challenges or barriers that affect their academic success (Besa et al, 2022; Luhanga et al, 2020; Monteiro, 2018; Sedgwick et al, 2014). These encompass racial discrimination (Bell, 2021; Besa et al, 2022; Iheduru-Anderson et al, 2020; Luhanga et al, 2020; Monteiro, 2018), language and cultural depreciation, social isolation, feeling misunderstood, and lacking role models (Bell, 2021; Jefferies, 2020; RNAO, 2022).…”

“…Other studies present Black students’ narratives of being subjected to racial bias by faculty, clinical instructors, peers, nursing staff, and patients; this includes being undervalued, overly scrutinized, ignored, or excluded by White students and faculty (Gona et al, 2019; Hill & Albert, 2021; Iheduru-Anderson et al, 2020). For example, Luhanga et al (2020) found Black students in an undergraduate nursing program experienced being belittled, intimidated, or excluded. Other barriers to academic success for Black students include: perceived racial discrimination (e.g., Bell, 2021; Besa et al, 2022; Ezeonwu, 2019; Iheduru-Anderson et al, 2020; Luhanga et al, 2020; Monteiro, 2018); financial and work issues (Beagan et al, 2023; Montgomery et al, 2021); difficulties creating an ideal work-family-school balance (Ezeonwu, 2019; Koenigsman, 2017); lack of support and cultural barriers (Beagan et al, 2023; Besa et al, 2022; Iheduru-Anderson, 2020; Monteiro, 2018); heavy language accents and overall communication bias (Ezeonwu, 2019; Iheduru-Anderson, 2020; Iheduru-Anderson & Wahi, 2018); exclusion (Ackerman-Barger et al, 2020; Ezeonwu, 2019; Iheduru-Anderson et al, 2020; Luhanga et al, 2020); and silencing (Ackerman-Barger & Hummel, 2015; Iheduru-Anderson et al, 2020).…”

“…The complexities and challenges Black nursing students experience inform how they navigate their educational pathway to success. Alienation can be compounded by experiences of anti-Black systemic racial discrimination and social isolation (Besa et al, 2022; Luhanga et al, 2020). These inequities are tied to lack of diversity, with inclusivity barriers jointly inciting the high attrition of Black nursing students (Jefferies, 2020; Sedgwick et al, 2014; Vukic et al, 2016).…”