Educational Intervention To Mitigate Effects Of Bullying .
10/18/2019Educational Intervention toMitigate Effectsof Bullying in the StudentNurse PopulationDawna Rutherford, MSN, RNDr. Carolyn R. Smith, PhD, RNEducational Intervention to Mitigate Effectsof Bullying in the Student Nurse Population Bullying in Nursing Mixed MethodsDesign Data Collected Research Findings Implications Summary/FutureresearchThis Photo by Unknown Author is licensed under CC BY‐SA1
10/18/2019Bullying Behaviors in Nursing Bullying inNursing? The behaviors DO exist inone of the highly regardedprofession Has been studied for severaldecades in registered nursepopulation There is a need forresearchers to investigatebullying in the student nursepopulationBullying Behaviors in Nursing Bullying in Nursing? The exact prevalence ofbullying towards nursingstudents is unknown. Figuresvary from 40% to 80% ofstudent population Student nurses whoexperience bullying, or bullyingbehaviors, reported feelings ofvulnerability. Patient care may be negativelyaffected Some students ultimately mayopt to leave the nursing career2
10/18/2019Need for Research into Mitigating theEffects of Bullying Behaviors Limited number ofstudies analyzing bullyingbehaviors against nursingstudents Student nurses are notprepared to managebullying behaviors An educationalintervention wasintroduced and analyzedResearch Design &Data Collection3
10/18/2019Mixed Methods DesignQuantitative QualitativeQuantitative Randomized controlled trial (RCT)analysis examining how bullying behaviorintroduced in a controlled setting affectedroutine care a student nurse has beentrained to perform Null hypothesis: There will be nodifference in performance between theintervention arm vs. control arm Quantitative sampleDatasize:Collection N 153 groupsAttention controlControlExperimental. Measured participants’ ability to perform the task ofmedication administration while experiencing either A routine distraction Bullying distraction Quantified by using the rubric used at the college ofnursing4
10/18/2019Quantitative Findings Large p-value p 0.539 Findings not statisticallysignificantMixed Methods DesignQuantitative QualitativeQualitative Data collected allowed PI and co‐PI toexamine feelings and emotions theparticipants. Scripted post‐simulation interviewquestions, the participants discussed Feelings elicited from simulation andprior healthcare experiences5
10/18/2019 Qualitative samplesize:CollectionData N 102 armsControlExperimental. Examined feelings and emotions of participants. Scripted post simulation interview questions Participants discussed their feelings elicited from Bullying simulation Similar prior healthcare experiencesQualitative Findings Most often participantsreported feeling: Mad Sad Scared Unsure of: How to confront the bully Their own skills Whether to remain in nursing6
10/18/2019Implications Potential student health issues as a result ofexperiencing bullying behavior Loss of skilled nursing students/novice nurses Injury or harm to a patientSummary Bullying behaviors are harmful distractions inthe clinical setting Psychologically for the student nurse Health and safety of the patients Develop effective ways for student nurses tounderstand and lessen the effect of bullyingbehaviors upon themselves7
10/18/2019Future Research Replicate study with larger sample size More heterogenous sample to reflect the studentnurse population and experiences Develop research including the entire CoN prelicensure student nurse population Integrating the educational intervention intothe nursing program curriculum Student nurses would be able to obtain the benefitsof the intervention. Any Questions? This research study was supported by the NationalInstitute for Occupational Safety and Healththrough the Pilot Research Project TrainingProgram of the University of Cincinnati Educationand Research Center Grant #T42OH0084328
10/18/2019ReferencesAmerican Nurses Association (2015, August).ANA releases new position statement onworkplace bullying. American Nurse Today. Retrieved , M. (2018, December). Nurses again outpace other professions for honesty, ethics. Gallup.Retrieved from utpace-professions-honestyethics.aspxMinton, C., & Birks, M. (2019). “You can't escape it": Bullying experiences of new Zealand nursingstudents on clinical placement. Nurse Education Today, 77, 12-17. doi:10.1016/j.nedt.2019.03.002Magnavita, N. & Heponiemi, T.(2011). Workplace violence against nursing students and nurses: AnItalian experience. Journal of Nursing Scholarship, 43(2) (2011), pp. 203-210 .ReferencesNursing fact sheet. (2019, April). News and Information-Fact Sheet-Nursing Fact Sheet. Retrieved act-Sheets/Nursing-Fact-SheetPlano Clark, V. L., & Ivanovna, N. V. (2016). Mixed methods research: A guide to the field. Los Angeles:SAGE.Randle, J. (2003). Bullying in the nursing profession. Journal of Advanced Nursing, 43(4), 395-401.doi:10.1046/j.1365-2648.2003.02728.xSmith, C.R., Gillespie, G.L., Brown, K.C., & Grubb, P.L. (2016). Seeing students squirm: Nursing studentsexperiences of bullying behaviors during clinical rotations. Journal of Nursing Education, 55(9),505-513. doi: 10.3928/01484834-20160816-04The Joint Commission Quick Safety Issue 24. (2016). Retrieved ick Safety Issue 24 June 2016.pdf9
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bullying in the student nurse population Bullying Behaviors in Nursing Bullying in Nursing? The exact prevalence of bullying towards nursing students is unknown. Figures vary from 40% to 80% of student population Student nurses who experience bullying, or
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The Academic or Behavioral Intervention Plan 105 . Step 6: Implementing the Intervention Plan and Process 107 . and Intervention Team (SPRINT) Consultation 325 . Referral Audit Form . Appendix III: The Project ACHIEVE/SPRINT Team End-of-the-Year Get-Go/Student 327 . Results of the Curriculum and Intervention Resource Survey Completed by the .
Limitations of Brief Intervention vs. Full Intervention Agenda of the family/team gets addressed as primary agenda vs. agenda of Interventionist. Most families call for an intervention when they are in partial or full crisis mode and want immediate intervention. Interventionist joins with family in expediting the process which may lessen the desired outcomes for family
5 17 SIPPS Intervention Programs 18 SIPPS Intervention K-3 Publisher: Developmental Studies Center Website: www.devstu.org Focus Population: 1 and 2; Intervention 2 and 3 Level of Intervention: Supplemental and Intense Number of Levels: Beginning, Extension, Challenge Materials: Teacher’s Manual, Spelling-
student (e.g., an intervention to address reading fluency was chosen for a student whose primary deficit was in reading fluency). If the intervention is group-based, all students enrolled in the Tier 2/3 intervention group have a shared intervention need that could reasonably be addressed through the group instruction provided.
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Washoe County School District (WCSD) 12th-graders Targeted intervention Delaware Department of Education (DDOE) 11th- and 12th-graders Targeted intervention Thomas Jefferson High School (TJHS) 12th-graders Early intervention for college readiness Middlesex Community College College students in GED and developmental courses Targeted intervention
