Nursing curriculum and bullying: An integrative literature review

Sidhu, Sharan; Park, Tanya

doi:10.1016/j.nedt.2018.03.005

Cited by 27 publications

(17 citation statements)

References 61 publications

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“…The time allocation is 25 minutes per week. This is in line with a study conducted in Canada which recommends that prevention of bullying is very important to be carried out by empowering nursing students to develop a curriculum of bullying in the effort to prevent bullying (Juniarti, Sari, & Yani, 2017;Sidhu & Park, 2018).…”

Section: Discussionsupporting

confidence: 86%

“…Other researches inform that curriculum of bullying can improve social competencies, skills, and strategies of nursing students in handling bullying. Based on the above, a research is required to be carried out as an effort of prevention and management of bullying in school-aged children with the implementation of curriculum of bullying (Sidhu & Park, 2018). The purpose of this study was to determine the effectiveness of bullying curriculum for prevention and management of bullying in school-aged children.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Bullying Curriculum for Prevention and Management of Bullying in School-Aged Children

Lestari¹,

Koto²

2020

INJEC

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Introduction: Bullying is still a problem and continues to increase especially in school-aged children. If cases of bullying do not get any immediate treatment, it will cause various problems from psychological, psychosomatic, social, academic issues, and even present a risk of suicide. The purpose of this study was to determine the effectiveness of bullying curriculum for prevention and management of bullying in school-aged children. Methods: The study used a quantitative study method with a quasi-experimental of pre and post-test without control group design. The population of this study was students of grade-five in one of primary school in Jakarta. The samples of this study used total sampling consisting of 30 respondents. The instrument of this study used the instrument of bullying that was modified by the researchers and has passed the validity and reliability test. The analysis of this study used McNemar test. Results: The result of this study shows that there were bullying incidents occurred for as much as 100% before the intervention and as much as 60% after the intervention. The result of bivariate test of this study shows the value of p=0.000. Conclusions: The implementation of curriculum of bullying is effective for prevention and management of bullying in school-aged children.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Bullying Curriculum for Prevention and Management of Bullying in School-Aged Children

Lestari¹,

Koto²

2020

INJEC

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“…The incidence of physical violence, threats of physical violence and sexual harassment range from 0.1% to 38% (Budden et al, 2017;Clarke et al, 2012;Stubbs & Soundy, 2013). Students are vulnerable to incivility and bullying because of the hierarchical nature of many practice settings, and they may lack the interpersonal and professional skills to respond effectively (Sidhu & Park, 2018).…”

Section: Prevalence Of Incivilitymentioning

confidence: 99%

Prevalence and Types of Incivility in Occupational Therapy Fieldwork

Bolding

Dudley

Dahlmeier

et al. 2020

JOTE

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Civility between health professions students and fieldwork educators enhances positive learning outcomes, while incivility can lead to stress, loss of confidence, mistakes, disengagement, and decreased patient outcomes. A survey of recent graduates of occupational therapy programs (N = 247) explored the prevalence and types of incivility and bullying experienced during their Level II fieldwork experiences. Respondents reported that incivility in fieldwork education was widespread, with more severe experiences of bullying reported by 16% of respondents. Occupational therapy programs and fieldwork educators must take an active role in prevention and management of uncivil behaviors, and promote positive academic and patient care environments.

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“…Furthermore, the hierarchical structures embedded in health care and health care education programs (Hutchinson and Jackson 2015 ; Jackson et al 2011 ) can greatly influence students’ ability to learn in these settings and can unexpectedly place them in vulnerable positions if issues arise. Of particular relevance in the nursing, medical and, to a much lesser extent, pharmacy programs is the abundance of literature outlining the high prevalence of mistreatment that students witness or experience (Birks et al 2018 ; Clark et al 2012 ; Jackson et al 2011 ; Knapp et al 2014 ; Seibel and Fehr 2018 ; Tee et al 2016 ; Timm 2014 ; Vogel 2016 ), with the clinical setting cited as the most common place that it occurs in nursing education (Budden et al 2017 ; Sidhu and Park 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring student perceptions of the learning environment in four health professions education programs

Rusticus

Wilson

Jarus

et al. 2021

Learning Environ Res

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The desire to support student learning and professional development, in combination with accreditation requirements, necessitates the need to evaluate the learning environment of educational programs. The Health Education Learning Environment Survey (HELES) is a recently-developed global measure of the learning environment for health professions programs. This paper provides evidence of the applicability of the HELES for evaluating the learning environment across four health professions programs: medicine, nursing, occupational therapy and pharmaceutical sciences. Two consecutive years of HELES data were collected from each program at a single university (year 1 = 552 students; year 2 = 745 students) using an anonymous online survey. Reliability analyses across programs and administration years supported the reliability of the tool. Two-way factorial ANOVAs with program and administration year as the independent variables indicated statisticallyand practically-significant differences across programs for four of the seven scales. Overall, these results support the use of the HELES to evaluate student perceptions of the learning environment multiple of health professions programs.

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Nursing curriculum and bullying: An integrative literature review

Cited by 27 publications

References 61 publications

The Effectiveness of Bullying Curriculum for Prevention and Management of Bullying in School-Aged Children

The Effectiveness of Bullying Curriculum for Prevention and Management of Bullying in School-Aged Children

Prevalence and Types of Incivility in Occupational Therapy Fieldwork

Exploring student perceptions of the learning environment in four health professions education programs

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