The Correlation between Bullying, Academic Emotion and Teacher Support  in Baccalaureate Nursing Education

© 2024 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Download PDF

Cite

XML

HTML

Abstract

Objective: To investigate and analyze the relationship between bullying, academic emotion, and teacher support in the nursing education of undergraduate nursing students. Methods: A convenient sampling method was adopted by conducting a questionnaire survey on undergraduate nursing students of a university from October 2022 to December 2022. Spearman’s correlation was used to analyze the relationship between bullying, academic emotions, and teacher support of nursing students, with a significance level of α = 0.05. Results: The total score for educational bullying was 12.51 ± 8.71, the total academic emotional score was 284.25 ± 34.69, and the total teacher support score was 80.76 ± 14.39. A negative correlation was found between nursing students’ bullying and teacher support, s = -0.20, P < 0.01, while a positive correlation was observed between academic emotion and teacher support, s = 0.21, P < 0.01. Additionally, bullying in nursing education was positively correlated with academic emotion, s = 0.25, P < 0.01. Conclusion: The academic emotion and teacher support of nursing students are at a moderate level. Part of the challenges in nursing survival is due to bullying in nursing education. Nursing educators should prioritize the stable development of nursing staff.

References

Cerit K, Keskin ST, Ekici D, 2018, Development of Instrument of Bullying Behaviors in Nursing Education based on Structured Equation Modeling. Asian Nurs Res, 12(4): 245–250.

Di Y, Jiang R, Zhou M, et al., 2012, A Retrospective Study of Bullying Behavior and Suicidal Ideation Among College Freshmen. Chinese Journal of Health Psychology, 20(08): 1260–1262.

Bajet JB, Alquwez N, 2021, Psychometric Properties of the Arabic Version of the Bullying Behaviours Instrument in Nursing Education. J Taibah Univ Med Sci, 16(3): 440–447.

Lee YJ, Bernstein K, Lee M, et al., 2014, Bullying in the Nursing Workplace: Applying Evidence Using a Conceptual Framework. Nurs Econ, 32(5): 255–67.

Arnetz JE, Neufcourt L, et al., 2022, Nurse-Reported Bullying and Documented Adverse Patient Events: an Exploratory Study in a US Hospital. Journal of Nursing Care Quality, 35(3): 206–212.

Luo Z, Li L, 2021, The Relationship Between Middle School Students’ Sense of Safety, Perceived Teacher Support, and Traditional Bullying Behaviour. Occupation and Health, 37(09): 1247–1251 + 1256.

Guo W, Su M, 2021, A Study on the Impact of Teacher Support on College Students’ Learning Engagement in Online Learning Space—Based on the Mediating Role of Academic Self-Efficacy. Educational Theory and Practice, 41(30): 50–54.

Ouyang D, 2005, A Study of the Relationship Between Teacher Expectations, Academic Self-Concept, Students’ Perceived Teacher Supportive Behaviours and Academic Achievement, thesis, Guangxi Normal University.

Ma H, 2008, Development of a General Academic Mood Questionnaire for College Students. Chinese Journal of Clinical Psychology, 16(06): 594–596 + 593.

Wang F, Wang M, Liu B, et al, 2021, Sinicisation and Reliability Test of the Nursing Education Bullying Perception Scale. Journal of Nursing, 36(02): 58–61.

Wang F, 2020, The Chinese Version of the Bullying Behaviour Scale for Nursing Students and its Preliminary Application to Nursing Interns, thesis, Henan University.

Huang Y, Li C, Chen D, et al., 2023, Analysis of the Current Situation and Influencing Factors of 234 Undergraduate Nursing Students in Nursing Education Who Suffered from Bullying. Journal of Nursing, 30(14): 1–6.

Smith CR, Gillespie GL, Brown KC, et al., 2016, Seeing Students Squirm: Nursing Students’ Experiences of Bullying Behaviors During Clinical Rotations. J Nurs Educ, 55(9): 505–513.

Balevre SM, Balevre PS, Chesire DJ, 2018, Nursing Professional Development Anti-Bullying Projects. J Nurses Prof Dev, 34(5): 277–282.

Condon BB, 2015, Incivility as Bullying in Nursing Educations. Nurs Sci Quart, 28(1): 21–26.

Zeng L, 2022, The Relationship Between Teacher Support and School Bullying: The Mediating Role of Trait Emotional Intelligence. Chinese Journal of Health Psychology, 30(10): 1524–1529.

Burr J, Beck DGL, 2019, The Relationship of Emotions and Burnout to Medical Students’ Academic Performance. Teach Learn Med, 31(5): 479–486.

Luan L, Dong Y, Liu J, 2022, A Study on the Impact of Instructor Support Strategies on College Students’ Commitment to Online Learning. Modern Education Technology, 32(03): 119–126.

Liu B, 2018, Research on the Impact and Intervention of Teaching Interaction on College Students’ Online Self-Regulated Learning, thesis, Shaanxi Normal University.

Zhang L, Li X, 2022, The Effects of Parental Autonomy Support and Teacher Autonomy Support on Adolescent Mental Health: the Mediating Role of Psychological Flexibility. Educational Theory and Practice, 42(17): 12–16.

Wang W, Xu H, Wang B, et al., 2019, The Mediating Effects of Learning Motivation on the Association between Perceived Stress and Positive-Deactivating Academic Emotions in Nursing Students Undergoing Skills Training. J Korean Acad Nurs, 49(4): 495–504.

Wu Y, Yu L, Wang A, et al., 2021, Mediating Effects of Nursing Students’ Clinical Placement Stress in Perceived Teacher Support and Professional Identity. Guangxi Medicine, 43(14): 1741–1745.

Li R, Lv L, Du N, et al., 2022, Correlation Between Online Academic Emotions and Perceived Faculty Emotional Support Among Undergraduate Nursing Students. Chinese Nursing Education, 19(10): 898–902.

Riffle LN, Kelly KM, Demaray ML, et al., 2021, Associations Among Bullying Role Behaviors and Academic Performance Over the Course of an Academic Year for Boys and Girls. J School Psychol, 86: 49–63.

Previous article in this issue

Next article in this issue