Levels of Nursing Students’ Exposure to Colleague Violence and Affecting Factors: A Multicenter Cross-Sectional Study

Main Article Content

Serap Güngör
Ipek Kose Tosunoz

Keywords

Colleague violence, nursing, nurse education, students

Abstract


Background: Colleague violence experiences of students negatively affect their vocational education in the short term and their desire to stay in the profession in the long term. This study aims to determine the levels of colleague violence experienced by nursing students and the affecting factors in Türkiye. Methods: This study was conducted with second-, third-, and fourth-year nursing students (N = 703) from three state universities in three different provinces in Turkey. The data were collected using the “Student Information Form” and “The Scale of Exposure to Colleague Violence” with an online questionnaire. Descriptive statistics, the Independent Samples t-test, and the ANOVA test were employed for data analysis. Results: students’ total mean score on the scale was 46.72 ± 21.30. The “exposure to verbal/psychological violence” and “effect of violence on physical and mental health” subscales were 21.62 ± 10.09 and 25.10 ± 12.02, respectively. The most common reaction to the violence they were exposed to was “remain silent” (34.7%). Conclusions: nursing students were exposed to moderate levels of verbal/psychological colleague violence, and students' physical and mental health were moderately affected by this violence. Most students remained silent as a response to colleague violence. This study contributed to the emergence of factors that affect and are related to colleagues’ violence. The results highlighted the need for programs that educate people about colleague violence and what should be done.


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References

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29. Babenko-Mould Y, Laschinger HKS. Effects of incivility in clinical practice settings on nursing student burnout. Int J Nurs Educ Scholarsh 2014;11:145–54.
30. Ahn Y-H, Choi J. Incivility experiences in clinical practicum education among nursing students. Nurse Educ Today 2019;73:48–53.
31. Budden LM, Birks M, Cant R et al. Australian nursing students’ experience of bullying and/or harassment during clinical placement. Collegian 2017;24:125–33.
32. Capık C, Hatice D, Mine Ö. Nursing students’ styles of coping with stress and factors that affect them: The Case of Nicosia. J Anatolia Nurs Heal Sci 2017;20:208–16.
33. Mofatteh M. Risk factors associated with stress, anxiety, and depression among university undergraduate students. AIMS Public Heal 2021;8:36–65.
34. Derya Beydağ K, Gündüz A, Gök Özer F. The vıew of Denizli health college students about theır educatıons and theır professıonal expectatıons. Pamukkale Tıp Derg 2008;1:137–42.
35. Unsal A, Dilek GS. Determining nursing profession perceptions of nursing students. IBAD J Soc Sci 2020:52–61.
36. Çiftci H, Kaya F, Bostanci N. Relationship between communication skills and professional self-esteem in üniversity students in health field. Cauc J Sci 2020;7:42–55.
37. Bingol M. Contributions of Enlightenment Movement to Modern Education. Int J Soc Sci Educ Stud 2022;9:49–56.
38. Bebis H, Coskun S, Acıkel C. High school student’s level of tendency to violence and investigation related factors. J Ege Univ Nurs Fac 2014;30:1–17.