Owing to the shortage of nursing personnel, there has been a rapid increase in the number of students entering nursing programs. Combined with the demanding curriculum that integrates theoretical education with clinical practice, as well as the psychological pressure of passing the national exam, this situation has led to an increasing number of students either dropping out or considering transfers to other departments.

To explore the characteristics of nursing students who intend to change majors and identify factors related to academic resilience by comparing them with the characteristics of students who do not intend to change majors.

A cross-sectional survey was conducted with a sample of 214 undergraduate nursing students. The data were collected using structured questionnaires. The collected data were analyzed using SPSS/WIN 26.0.

Of the nursing students, 51.4 % intended to change their majors. The level of satisfaction with their major was lower among those with the intention to change majors than among those without such intentions. Students with intentions to change majors had lower positive psychological capital and academic resilience, and reported more bullying. Academic resilience positively correlated with positive psychological capital and stress coping and negatively correlated with bullying. However, they utilized fewer stress-coping strategies than students who did not intend to change majors.

This study's results suggest that systematic educational programs should be designed to enhance positive psychological capital from the outset, and strategies to improve stress-coping skills to mitigate the negative impacts of the academic process and promote academic success should be developed.

Academic bullying among junior doctors-characterized by repeated actions that undermine confidence, reputation, and career progression-is associated with adverse consequences for mental health and professional development.

This study aimed to investigate the prevalence and determinants of academic bullying among junior doctors in Sierra Leone.

We conducted a cross-sectional survey of 126 junior doctors at the University of Sierra Leone Teaching Hospitals Complex in Freetown between January 1 and March 30, 2024. Participants were selected through random sampling. Data were collected using a semistructured, self-administered questionnaire and analyzed with descriptive statistics and multivariable logistic regression.

Of the 126 participants (n=77, 61.1% male; mean age 31.9, SD 5.05 years), 86 (68.3%) participants reported experiencing academic bullying. Among those, 55.8% (n=48) of participants experienced it occasionally and 36% (n=31) of participants experienced it very frequently. The most common forms were unfair criticism (n=63, 73.3%), verbal aggression (n=57, 66.3%), and derogatory remarks (n=41, 47.7%). Consultants and senior doctors were the main perpetrators, with incidents primarily occurring during ward rounds, clinical meetings, and academic seminars. No statistically significant predictors of bullying were found for gender (odds ratio 2.07, 95% CI 0.92-4.64; P=.08) or less than 2 years of practice (odds ratio 0.30, 95% CI 0.05-1.79; P=.19).

Academic bullying is widespread among junior doctors at the University of Sierra Leone Teaching Hospitals Complex. It has serious consequences for their mental health and professional development. There is an urgent need for clear and culturally appropriate policies, targeted training programs, confidential reporting systems, and leadership development. Promoting ethical leadership and fostering a culture of respect can help reduce incivility and burnout, leading to a healthier work environment for junior doctors.

Nursing students are particularly susceptible to bullying due to their younger age, limited social experience, and less developed psychological resilience.

To analyze nursing students' current state of bullying and coping resources, analyzing their relevance.

Cross-sectional study using a web survey.

The study was conducted in six nursing schools in Hubei, Guangdong, and Gansu Provinces, China.

A total of 526 valid responses were obtained from January and March 2024.

Data were collected using questionnaires for background data, the Negative Acts Questionnaire-Revised, the Hospital Workplace Violence Questionnaire, and the Workplace Violence Coping Resources Scale. The data were analyzed through descriptive statistics, Spearman's correlation analysis, and multivariate logistic regression.

The score for workplace bullying among nursing students during clinical placement was 26.00 (22.00, 37.00), indicating a mild level compared to the total median score of 55 on the scale. Of the 526 respondents, 306 (58.17 %) reported experiencing bullying during this period. The score for nursing students' coping resources was 60.00 (50.00, 69.25), indicating a medium-to-low level compared with the scale's total median score of 60. There was a negative correlation between workplace bullying and coping resources (rs = -0.244, p < 0.01), indicating that as the coping resources scores decreased, workplace bullying scores increased. Logistic analysis revealed that being single or not, whether the hospital organized lectures or courses on the subject during clinical placements, and organizational support were significant factors influencing workplace bullying (p < 0.05).

Nursing students were found to experience significant levels of bullying during clinical placements alongside moderate coping resources. The adequacy of these coping resources was closely linked to the incidence of bullying. To address this issue effectively, nursing education should focus on the contributing factors, promote a culture of safety, and enhance the coping resources available to students. These efforts are essential for the prevention and mitigation of bullying, ultimately fostering a supportive and empowering learning environment for prospective nurses.

In recent years, the prevalence of bullying among university students in Indonesia has continued to increase. The consequences of bullying have detrimental effects on the victims, highlighting the importance of finding ways to reduce bullying behavior. However, few studies have explored the factors that can mitigate this behavior among students. Therefore, this paper aims to analyze which determinants significantly affect the reduction of bullying behavior, with a particular focus on gender differences. This research utilizes the Theory of Planned Behavior (TPB) along with theories of parent-child relationships (PCR), teacher-student relationships (TSR), and peer relationships (PR) to explain bullying behavior. The study successfully collected data from 435 students in Riau, Indonesia. The results indicate that PCR and PR are key in enhancing students' attitudes towards bullying. As students' attitudes improve, bullying behavior can significantly decrease. This study successfully developed a research model to reduce bullying behavior. The findings suggest that fostering positive peer interactions and supportive parent-child dynamics are essential. Schools can apply these insights by promoting peer support systems and conflict resolution programs to reduce bullying. This study highlights the critical role of nurturing peer relationships within educational strategies to effectively address bullying behaviors.

Nursing students are more prone to bullying from clinical instructors and registered nurses during clinical practice than on campus. This bullying has physical and psychological effects on them, but it receives less attention. This review integrated qualitative studies of bullying by instructors or nurses experienced by nursing students during their clinical practice.

A qualitative systematic review and meta-synthesis.

The articles were sourced from PubMed, Cochrane Library, Embase, Web of Science, CINAHL, CNKI, Wanfang, and the retrieval time setting spanned from the inception to November 2023.

Published original studies of any qualitative research methods focused on bullying experienced by nursing students in clinical practice were included in this review. Two researchers independently screened titles and abstracts, assessed full-text articles for eligibility, and extracted data. The JBI Critical Appraisal Checklist for Qualitative Research (2024 edition) and meta-syntheses were used to assess, analyze, and interpret the methodological quality and findings from included studies. The Confidence in the Output of Qualitative Research Synthesis (ConQual) approach was used to assess confidence in the synthesized findings.

A total of 21 articles were included, yielding 110 research findings, which were integrated into 5 groups of results including 16 categories: the forms of experiencing bullying from the instructors and nurses in clinical practice of nursing students; the reasons nursing students experience bullying; the reactions and responses of nursing students to bullying; the negative impact of bullying on nursing students; the appeals of nursing students after experiencing bullying.

This review shows the bullying experienced by nursing students in clinical practice, including forms and causes of bullying, responses when faced with bullying, as well as the impact on physical and mental health, self-efficacy, and sense of professional identity. Hospital managers and educators must collaborate to effectively reduce bullying incidents and consider future research on long-term impacts. Prioritizing comprehensive training programs and management mechanisms, strengthening supervision of departments and instructors, enhancing interactions between schools and hospitals, and paying attention to the physical and mental health of interns are urgent and necessary.

Bullying in educational environments, particularly among nursing students, is recognized as a significant challenge that can adversely affect their mental health and professional development. Therefore, this qualitative study aims to elucidate nursing students' experiences concerning the phenomenon of bullying during clinical training.

This qualitative study employed a conventional content analysis approach. Sixteen nursing students were selected using purposive sampling. Semi-structured in-depth interviews were conducted to gather data. The collected data were analyzed using the method proposed by Lundman and Graneheim (2020). MAXQDA version 0.9.5 software was utilized for data management.

The mean age of the participants was 25.3 ± 3.9 years. Nursing students' experiences regarding bullying were articulated through five main themes, eleven categories, and twenty-two subcategories. The main themes included "contexts and agents of bullying," "type of bullying," "roots and causes of bullying," "characteristics of the bully," and "characteristics of the victims." The categories encompassed "educational settings," "healthcare environments," "administrative settings," "direct bullying," "indirect bullying," "clinical environment," "socio-economic factors," "psychological issues," "communication and emotional challenges," "individual challenges," and "educational challenges."

The findings indicate that nursing students encounter various forms of bullying from different individuals in educational, therapeutic, and clinical settings. This issue necessitates serious attention from educational institutions and healthcare organizations. Academic institutions should proactively enhance students' abilities to cope with this phenomenon. Additionally, healthcare organizations must take the initiative to develop anti-bullying policies to mitigate this challenge.

Not applicable.

This study aimed to evaluate the psychometric properties of the Persian version of The Bullying Behaviors in Nursing Education (BBNE) scale among Iranian nursing students.

In this cross-sectional study, 366 undergraduate nursing students from two public universities in Iran were selected through convenience sampling from April to June 2023. The BBNE scale was translated into Persian, and its content and construct validity, internal consistency and reliability were evaluated.

The three extracted factors explained 53.22% of the total variance. The results supported the three-factor model of the BBNE with acceptable goodness-of-fit (χ2(112) = 368.59, χ2/df = 3.2, CFI = 0.92, IFI = 0.92, TLI = 0.91, PCFI = 0.76, PNFI = 0.74 and RMSEA = 0.079 [CI90%: 0.07, 0.08], good internal consistency (> 0.7), and convergent and discriminant validity.

The results supported the three-factor model of the BBNE with acceptable goodness-of-fit, good internal consistency and construct reliability. In order to reduce and eliminate bullying behaviors in the university environment, we should first measure the bullying behavior among nursing students and then teach them how to deal with the consequences.

Bullying in the clinical setting has become a significant issue for nursing students. The experience of bullying during clinical practice can negatively affect students' mental and physical health, as well as their professional development. Nursing students are often targets of verbal abuse, intimidation, and discrimination from various individuals in the clinical environment. This behavior not only harms individual students but also affects the quality of patient care. The aim of this study is to provide a deeper understanding of the phenomenon of bullying toward nursing students, identify research gaps, and offer recommendations for future research. This study employed a scoping review method, with articles sourced from four major databases: CINAHL, PubMed, Scopus, and Web of Science. The main keywords used included "bullying," "nursing students," "clinical practice," and "verbal violence." Inclusion criteria were studies with nurse participants, original research articles, and published within the last 10 years (2015-2024). Data were manually extracted using tables and analyzed through a qualitative descriptive approach. Eleven articles met the inclusion criteria. This scoping review focuses on the findings of an exploration of the experiences of bullying experienced by nursing students, identifies research gaps, and provides suggestions for future research. Findings showed that nursing students experience various forms of bullying, including verbal violence and intimidation, often triggered by power imbalances in interactions with clinical staff and mentors. The impact of bullying is not only detrimental to students' mental health, but also affects their academic performance and quality of learning. Research gaps found include a lack of studies on the direct relationship between bullying and clinical assessment outcomes, as well as a lack of understanding of effective strategies to address bullying. This study recommends the need for clearer anti-bullying policies and transparent reporting systems, as well as further research to explore the impact of bullying in the context of nursing culture and education system.

Workplace bullying in clinical nurse education significantly threatens students' well-being and professional development. Despite its prevalence, many incidents go unreported, exacerbating the issue and compromising the quality of care. A significant gap exists in the literature regarding comprehensive mixed-methods systematic reviews on unreported bullying incidents among nursing students. This review aims to address this knowledge gap and propose effective strategies to tackle this pervasive problem.

This mixed-methods systematic review aimed to explore the factors influencing the non-reporting of workplace bullying incidents among nursing students during clinical practice.

Mixed-methods systematic review.

An extensive literature search was conducted across ten databases, including PubMed, Cochrane, Embase, Web of Science, CINAHL, PsycINFO, Scopus, Chinese Biomedical, China National Knowledge Internet, and WANFANG, from database inception to November 1, 2023. Google Scholar and reference lists of included studies were also searched. Studies were selected based on eligibility criteria regarding population, phenomena of interest, and context. Two researchers independently assessed study quality, with disagreements resolved by a third reviewer. Relevant data were extracted and synthesized using the Joanna Briggs Institute's convergent integrated approach, ensuring a comprehensive integration of qualitative and quantitative findings.

Twenty-one studies met the inclusion criteria, comprising six qualitative, twelve quantitative, and three mixed-methods studies. Four integrated themes emerged from nursing students' perspectives on reasons for not reporting workplace bullying during clinical practice: (i) fear and concerns related to reporting, (ii) concerns about professional image, (iii) barriers and challenges in reporting, and (iv) perceived ineffectiveness of reporting.

This systematic review provides valuable insights into nursing students' perspectives on the non-reporting of workplace bullying incidents during clinical practice. Understanding these reasons enables stakeholders to collaboratively develop interventions to create a safer and more supportive environment for nursing students, ultimately enhancing quality care and the well-being of healthcare professionals.

Previous studies describe the occurrence of unacceptable behaviors reported by students pursuing health professional education in Aotearoa, New Zealand and across the globe. These include, but are not limited to, experiences of verbal abuse, sexual harassment, and discrimination based on race/ethnicity, religious beliefs, gender, and sexual orientation. University of Otago teaching staff across the various health professional programs often receive anecdotal reports of these phenomena from their clinical students. Our study will investigate the extent and sources of unacceptable behaviors, whether students report those events, and possible institutional responses to these behaviors.

A student codesign panel was formed alongside the research team to guide study design and data collection. This study will use a sequential two-phase mixed methods design. The first phase will include a cross-sectional survey using a modified version of a validated online questionnaire administered to all clinical students across the seven health professional programs at the University of Otago. The second phase will recruit students to participate in semi-structured interviews. Descriptive and thematic analysis will be applied.

This novel mixed-method study may offer valuable insights into the prevalence and impact of unacceptable behaviors on health professional students at the University of Otago, while ensuring student perspectives are incorporated into both the research design and the university's response strategies.

Nursing students are often subjected to bullying during their clinical practices, but few study has examined associations of bullying with psychological status among these groups, and how they cope with the bullying.

This study aimed to evaluate the experience and psychological status of clinical placement setting bullying among nursing students attending clinical practices, and explore students' coping strategies when bullied.

A mixed methods.

Six tertiary hospitals in Northwest China.

A total of 687 nursing students completed the questionnaire survey, of which 18 nursing students participated in the qualitative interview.

A two-phase hybrid study was produced. During first phase, data were collected by using the Bullying Behavior Scale in Nursing Education (BNEQ) and the Depression, Anxiety and Stress Scale (DASS-21). Subsequently, those who have experienced bullying in the workplace were invited to participate in a face-to-face interview (second phase) which focused on exploring students' deeper insights.

Of the 687 students involved, 72.19 % had experienced various types of bullying. Of them, 92.11 % experienced implicit violence. Those with higher education levels and from rural were more likely to experience bullying. Students were prone to greater psychological stress when exposed to bullying. "Pretending not to see" (33.16 %), "reporting to superiors" (30.10 %), and "doing nothing" were the most common ways students responded. Four themes were obtained from the qualitative interviews: (a) impaired self-esteem; (b) career rejection; (c) psychological stress; and (d) the decline of humanistic care.

Our findings suggest that senior nursing students experience multiple types of bullying during the clinical practices, leading to a high level of psychological stress, which further effect students' professional approval and self-esteem. To prevent such incidents, we need to call on university and hospitals' support to help students successfully cope with bullying.

The presence of violence between coworkers in nursing settings is a common fact that has been documented over time by using different terms to define the violence suffered by nurses and nursing students, although in recent years it has been agreed that the term "bullying" covers them all. This study aims to determine the prevalence and characteristics of bullying in nursing students, and to describe the association between the prevalence of bullying and socio-demographic attributes. A descriptive, observational, quantitative, and cross-sectional study was carried out of nursing students between 2017 and 2020. Socio-demographic variables were collected. Bullying was assessed through the NAQ-R questionnaire. Data were analyzed using the R statistical program. A total of 411 nursing students were included. A prevalence of perceived bullying of 92% was detected. The main negative attitudes identified were mandated tasks that are below the level of competence (66.3%), changes in tasks for other more trivial or unpleasant ones (60%), having opinions that are ignored (52%), and being excessively supervised (49%). The prevalence of bullying in nursing students at the University of Oviedo exceeds 90%, which suggests that interventions to solve the problem of bullying are urgent at the institutional, political, and organizational levels.

To use a grounded theory approach to explore and understand the encounters of undergraduate nursing students with incivility in the clinical setting so that data-informed strategies for addressing this counterproductive behavior could be developed.

Nurses are being called upon to fill ever-increasing responsibilities associated with expanding roles in different specialties within healthcare. One issue that has developed in this high-pressure environment is an increase in incivility in the workplace that spills over into the clinical training environment. As a pervasive problem in the healthcare system, its effects on nursing students could compound the nursing shortage by undermining the integrity of nursing education and discouraging individuals from entering the profession. Therefore, it is vital to construct new theories regarding incivility so that this unprofessional practice can be eradicated or reduced. When this is done, there may be a renewed hope for new nursing students to practice their clinical rotations without feeling disrespected, undermined and intimidated. Students should be able to complete clinical rotations without these unnecessary barriers.

Qualitative grounded theory using philosophical underpinnings of symbolic interactionism and pragmatism.

A classical grounded theory approach focusing on the Glaserian Model was used to develop an inductively derived theory from the data. Participants were interviewed about their encounters with incivility and then open coding was used to identify recurring concerns on which a model of the effect of these occurrences could be established. The study sample consisted of 32 participants of which 25 were undergraduate nursing students and seven were graduate students who participated in a focus group. Data were collected through face-to-face (in-person and virtual) structured interviews that were audiotaped. These individuals were recruited by flyers posted at varying strategic points on university campuses.

Open coding of student responses revealed three significant areas of concern: feelings of being disrespected, intimidated and undermined, from which the Inhibiting Actions Theory emerged.

Nursing students' perceptions of incivility and their attitudes and behaviors toward this occurrence culminated in the Inhibiting Actions Theory, which provides a framework for implementing effective policies and personnel training in clinical settings. The hope is that these research findings will be a call to action for introducing systemic changes in the clinical training environment, thereby improving the clinical experiences of nursing students and patients.

Workplace bullying is a critical and prevalent issue that causes serious problems in healthcare settings. However, there is little research on the factors affecting nursing students' perception of workplace bullying despite their forthcoming transition into the nursing profession. Therefore, this study aimed to identify the factors related to nursing students' perception of workplace bullying in Korea. A cross-sectional study was conducted among 242 nursing students who had experienced clinical practice. The survey questionnaire included general characteristics, perceived susceptibility and severity of bullying, and perception of workplace bullying. Data were analyzed using multiple regression analysis. In this study, the significant factors affecting nursing students' perception of workplace bullying included bullying experience in clinical practice and the perceived severity of bullying. Therefore, it is crucial for nursing managers and instructors to have a clear understanding of the bullying situations experienced by nursing students during clinical practice. We should promote the perception of workplace bullying through indirect experiences such as systematic education about workplace bullying for nursing students, which may prevent workplace bullying in clinical practice and work environments. Furthermore, a comprehensive and multifaceted approach is necessary to effectively prevent workplace bullying in clinical practice and work environments. This study reveals that systemic and persistent education and intervention to bullying may improve nursing students' perception of workplace bullying and prevent workplace bullying in clinical practice and work environments. Furthermore, this study provides basic data on the prevention and management of bullying in nursing students' clinical practice.

Nursing and midwifery professionals' well-being may be affected by various factors, including the bullying of new nurses.

To analyze the relationship between bullying behaviors, perceived stress, and acute stress among undergraduate nursing and midwifery students in Saudi Arabia, as well as the moderating role of gender and academic majors in this relationship.

A cross-sectional correlation design was used, and data were collected from 322 undergraduate nursing and midwifery students enrolled in four major nursing universities in Saudi Arabia.

Educational level, environment, and personal attacks had a significant negative impact on perceived and acute stress (social and non-social), while hostility toward academic achievement and direct negative behaviors had significant positive impacts on perceived and acute stress (social and non-social). Female nursing students reported a stronger impact of bullying behavior on their perceived stress, while male students reported a greater impact on social and non-social stress. Nursing students reported a stronger impact of bullying on perceived stress, while midwifery students reported a greater impact on social and non-social stress.

Nursing educators should raise awareness about the harmful effects of bullying and emphasize the importance of creating a safe, supportive learning environment.

Bullying behaviours experienced by nursing interns in clinical practice are a considerable and serious concern. Understanding the factors that influence such behaviours in clinical practice is crucial for developing effective preventive measures and fostering a supportive learning environment.

This study aims to investigate the prevalence and influencing factors of bullying behaviours experienced by nursing interns and examine the mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice.

This is a cross-sectional study that used convenience sampling. A socio-demographic information questionnaire, Bullying Behaviours in Nursing Education Scale, Wong and Law's Emotional Intelligence Scale, and Academic Support in the Practicum Scale were used to collect data from nursing interns (n = 813) at seven tertiary hospitals in Changsha, China. Binary logistic regression and mediating analyses were used to explore the factors influencing bullying behaviours in nursing practice and examine the potential mediating role of academic support perception.

The prevalence of bullying behaviours in clinical practice among 813 nursing interns was 82.7 %. Binary logistic regression analyses indicated that attitude toward the nursing profession, emotional intelligence, and academic support perception were significantly associated with bullying behaviours in clinical practice. Academic support perception (β = 0.375, p < 0.001) played a significant mediating role in the relationship between emotional intelligence and bullying behaviours in clinical practice, accounting for 55.7 % of the total effect.

Nursing educators and administrators should recognise that improving emotional intelligence and enhancing academic support perception among nursing interns can reduce the occurrence of bullying behaviours in clinical practice.

To estimate the prevalence of Workplace violence (WPV) among nursing students in clinical practice, and examine the associated factors and nursing practice-related outcomes.

A systematic review and meta-analysis.

A comprehensive literature search was performed in nine databases from inception to Mar 2023. Two researchers independently screened studies, extracted data and assessed the quality of included studies. The random-effects model was used to estimate the pooled prevalence of WPV. Separate analyses were conducted by WPV type and source.

57 studies involving 23,451 nursing students were identified. The overall prevalence of WPV experienced and witnessed by nursing students was 45.37 % and 53.76 %, respectively, and 13.73 % were unsure if they had WPV. Psychological violence was the most prevalent form of WPV, but the prevalence of WPV also varied by setting and source, with obstetrics and gynaecology (41.25 %) being the most common settings and patients and their relatives (50.80 %) being the most common sources. When exposed to WPV, 65 % of nursing students did nothing except keep quiet, and 74 % did not report it. Concerning the associated factors of WPV, there were few reports on patient-related factors, and the selected studies focused primarily on nursing student- and occupational-related factors. Regarding nursing practice-related outcomes, WPV had a predominantly negative impact on nursing students' professional practice, but it also had a certain motivating effect.

This meta-analysis estimates the global prevalence, associated factors, and nursing practice-related outcomes of WPV among nursing students. The findings confirm the high prevalence of WPV; therefore, schools and institutions should prioritize WPV education and training. The hospital should then formulate WPV laws and regulations, enhance the WPV reporting procedure, and protect the rights and interests of nursing students. Finally, hospital administrators should employ individualized intervention strategies for nursing students based on the variables that affect them.

This meta-analysis aims to estimate the global prevalence of bullying among nursing students during clinical practice and identify associated factors.

Systematic review and meta-analysis.

We conducted a comprehensive literature search across ten databases (PubMed, Cochrane, Web of Science, Embase, CINAHL, PsycINFO, Scopus, Chinese Biomedical, China National Knowledge Internet, and WANFANG) from their inception to January 3, 2023. Two researchers independently screened potentially eligible studies, extracted data, and assessed study quality. Data were analyzed using random-effects or fixed-effects models. Subgroup analyses and meta-regression explored the influence of participant and study characteristics on bullying prevalence. Publication bias and sensitivity analyses were also performed.

We included 28 studies (N = 9511) from 13 countries on five continents. The pooled estimate of bullying prevalence among nursing students during clinical practice was 65.60 % (95 % CI 55. 75 to 74.27), with no evidence of publication bias (t = 1.51, p-value = 0.14). Subgroup and moderator analyses highlighted the impact of country, continent, publication year, and assessment tool on bullying prevalence.

Nursing students face a high prevalence of bullying during clinical practice. Addressing this issue in nursing education requires prioritizing associated factors, fostering a culture of safety, providing effective training, and promoting individual resilience. These actions can prevent and mitigate bullying, creating a supportive and empowering learning environment for future nurses.

Academic bullying is prevalent in medical schools due to their unique study settings. Globally, the prevalence of academic bullying is increasing markedly; it ranges from 27% to 99.1%. However, the extent, forms, and associated factors of academic bullying among medical students in Tanzania are unknown.

To determine the prevalence, forms, and factors associated with academic bullying among medical students in Tanzania.

This was a cross-sectional study among medical students in 10 medical schools in Tanzania using an online structured questionnaire. Statistical analysis included the use of frequencies, percentages, chi-square and univariate logistic regression at 95% confidence intervals (CIs) and significance at p-value <0.05.

The study included 427 medical students. Majority (71.7%) of the medical students were in their clinical years. Among the participants, 80.8% had heard of academic bullying in medical school. Prevalence of academic bullying was 34.7% while 28.7% had a secondary experience. It was more common in clinical rotation settings (65.4%). Verbal abuse was the most common form of bullying. Factors associated with academic bullying included age, sex, marital status, religion, class category, year of study, presence of mentorship programs, having a mentor or not, presence of bullying reporting system, friendliness of bullying reporting system and students perceived overall rating of the learning environment.

Despite being relatively low compared to most countries, the prevalence of academic bullying among medical students in Tanzania is potentially of both medical education, career prosperity and mental health concern especially among medical students. Collaborative efforts among national respective authorities, medical schools and students are crucial in prevention and control of academic bullying practice.

Workplace violence is a worldwide concern, and particularly affects nursing students. It has a seriously negative impact on nursing students' clinical learning experience and their physical and mental health. This study explored whether there are differences in psychological responses and coping styles among different gender nursing students after exposure to workplace violence, and investigated the causes for these differences.

We enrolled 22 nursing undergraduates from Guangzhou Medical University and Zunyi Medical University, China. Phenomenological qualitative research and online semi-structured interviews were conducted. The data were analyzed by the Colaizzi seven-step content analysis method.

Two categories were collated: psychological experience and coping styles. Three themes of the former were extracted: negative emotional experience, low level of professional identity, and negative effect on self-efficacy. Two themes of the latter: responses to violence and adjustment after violence. In addition, fourteen subthemes were extracted.

Different gender nursing students have different psychological experience and coping styles in the face of workplace violence. The causes of the differences are likely related to sociocultural factors and psychological gender status.

Studies in Southeast Asia found that bullying commonly occurred among students, and it has a detrimental impact on their school attendance. However, there is a paucity of literature in Timor-Leste on the association between bullying and truancy. Therefore, this study examined the association between bullying and truancy among Timor-Leste school-going adolescents.

We used the 2015 Timor-Leste Global School-based Student Health Survey (GSHS) dataset to examine our hypothesis in logistic regression models for both full adolescents (N = 3609) and gender stratified samples. The models further controlled for other sociodemographic variables. Statistical significance was pegged at p ≤ 0.05, and the analyses were performed in Stata version 14.

About 28% [95% CI:25.7, 30.8] and 36% [95% CI:33.5, 39.5] of school-going adolescents had experienced bullying and truancy, respectively. In-school adolescents who were bullied were more likely to be truant in school even after controlling for the effects of sex, age, grade in school, food insecurity, current substance use, number of friends, colleague support, and parental involvement. This relationship remained significant in the full and gender stratified models. Additionally, school-going adolescents who were currently using substances were truant. Males who were in a physical fight while females who were physically attacked were more likely to be truant.

The study showed that bullying was related to truancy among school-going adolescents in Timor-Leste. Implementation of interventions such as Project START (Stop Truancy and Recommend Treatment) to curtail the incidence of bullying, regulation of current substance use, creating an enabling environment to reduce physical fights, and attacks will significantly reduce the rate of truancy among school-going adolescents in Timor-Leste.

Due to severe global competition and performance-related academic challenges, Chinese students are compelled to learn English and become bilinguals despite their non-English majors. Consequently, these students frequently experience psychological issues, including mental health stigma. Hence, the present study aims to explore the psychological factors associated with the academic performance of Chinese-English bilinguals as an outcome of their emotional competence, flipped learning readiness, and mental health stigma. Drawing on data from 448 Chinese-English bilingual students in universities in mainland China, the results based on structural equation modeling (SEM) indicated that their academic performance, flipped learning readiness, and emotional competence are negatively influenced by their mental health stigma. Moreover, the findings also validate that both flipped learning readiness and emotional competence significantly mediate the indirect effects of mental health stigma on the academic performance of bilinguals. The study's implications offer new and compelling evidence on the primary issue of mental health stigma among Gen Z bilingual students to raise deterrence against this psychological menace through collaboration across policymakers, academics, and mental healthcare providers.