Undergraduate nursing students’ perception of bullying behavior and its relation to their academic achievement

Abstract

Background Bullying among students is certainly not a new notion, however, due to its high incidence rates and the short-term and long-term implications. Students were subjected to a lot of factors during their study, either academic or clinical, that revealed them suffering high levels of depression, anxiety, and stress. Aim Assess undergraduate nursing students’ perception of bullying behavior and its relation to their academic achievement. Design A descriptive correlational research design was used. Sample A convenience sample (n=1255) of undergraduate nursing student out of N=3108. Setting The study was conducted in an accredited Faculty of Nursing which is affiliated to Cairo University. Tools Three tools were used personal characteristics data sheet, Bullying Behavior in Nursing Education Questionnaire, and academic achievement checklist Grade Point Average form. Results The main findings indicated that the bullying highest mean percent (58.33 and 55.14%) as perceived by the study sample was regarded as direct negative behaviors domains and attack on academic achievement domains, respectively. While the lowest mean percent (8.7%) was in regard to types of bullying domain. Data added that there was no statistically significant relationship (P=0.72) between the total perception of bullying in nursing education and students’ academic achievement. Conclusion The study concluded that there was no statistically significant relationship between total bullying as perceived by undergraduate nursing students in nursing education and their academic achievement. Recommendations Develop training programs to educate clinical instructors and assistant lecturers on how to achieve the academic objectives and advocate students’ rights. Design educational workshops to inform nursing students how to report bullying and how to overcome it.