Nursing curriculum and bullying: An integrative literature review.

Abstract:

OBJECTIVES:The purpose of this integrative review was to identify and synthesize key concepts that inform curriculum which increase nursing students' competence, skills and strategies when addressing bullying. Specifically, the authors sought to examine the concepts informing educational interventions, skills, and strategies, which addressed the bullying of nursing students. DESIGN:Integrative literature review. DATA SOURCES:A search of the electronic databases CINAHL, MEDLINE, ERIC, PsycINFO, Proquest, and PubMed was conducted in January 2016 using search terms such as 'bully' 'nursing student' 'education' and 'curriculum'. REVIEW METHODS:Articles were screened for relevance and eligibility and extracted onto a table. Critical appraisal was conducted using multiple tools. Papers were analysed using constant comparison and concept mapping. RESULTS:61 articles were included in the synthesis. Concepts identified included: empowerment, socialization, support, self-awareness, awareness about bullying, collaboration, communication, and self-efficacy. All concepts linked to empowerment. Social Cognitive Theory was used by many studies. Active teaching methods which gave students opportunities to practice skills were the most effective. CONCLUSIONS:Empowered nursing students have the potential to address bullying more effectively and competently. Empowerment of nursing students is a powerful concept that educators must consider when developing curriculum and educational interventions to address bullying.

journal_name

Nurse Educ Today

journal_title

Nurse education today

authors

Sidhu S,Park T

doi

10.1016/j.nedt.2018.03.005

subject

Has Abstract

pub_date

2018-06-01 00:00:00

pages

169-176

eissn

0260-6917

issn

1532-2793

pii

S0260-6917(18)30129-1

journal_volume

65

pub_type

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