THE IMPACT OF BULLYING AND COPING STRATEGIES

OF LEVEL I STUDENT NURSES

A Thesis Proposal

Presented to the

Faculty of the College of Allied Health Sciences

PHINMA University of Pangasinan

Dagupan City

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Science in Nursing

Submitted by:

Manuel, John Edryl U.

De La Cruz, Karylle Angelline V.

Fernandez, Rilyn U.

Mamaril, Stella Maris A.

Meneses, Melvin R.

Nara, Kristine Jaira D.

March 2024
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Rationale

As most research on university bullying has been done, the subject of bullying among student nurses

has not received enough attention, we know very little about bullying among student nurses in universities.

Since university bullying frequently takes place behind the scenes, it can be challenging for teachers or those

in positions of authority to recognize when someone is being bullied or bullying someone else. Bullying,

long tolerated by many as a rite of passage into adulthood, is now recognized as a major public health

problem, one that can have long-lasting consequences. Those consequences—for those who are bullied, for

the perpetrators of bullying, and for witnesses who are present during a bullying event—include poor school

performance, anxiety, depression, and future delinquent and aggressive behavior. Being bullied is not a

choice. Students who experienced it wish others to understand and know how hard it is to be affected by

something that can bring them into their knees every day. It is sad, actually, because it keeps students from

enjoying university life (McDougall and Vaillancourt, 2015).

Moreover, Brookshire (2014) defined bullying as unwelcome, violent behavior including a perceived

or genuine authority imbalance that is directed against school-aged children. Over time, the behavior repeats

itself or has the potential to repeat itself. Among the acts that constitute bullying are threats, rumors, physical

or verbal abuse, and the deliberate exclusion of an individual from a group. Bullying is when one person

uses violence or aggressive behavior against another person who is a school-aged child. It often involves a

power imbalance, where the person bullying has some authority or perceived authority over the victim. The

behavior

can
repeat itself over time or have the potential to happen again. Examples of bullying include making threats,

spreading rumors, physically or verbally hurting someone, and intentionally excluding someone from a

group.

These actions are all considered forms of bullying and can cause harm to the person being targeted.

According to Lacey (2016) bullying is a serious problem, not only for students who are bullied, but

for the bullies, the students and adults who witness bullying, and the bystanders. A bystander is someone

who sees or knows about bullying or other forms of violence that is happening to someone else; they can

either be part of the problem or part of the solution. Children who are victims of bullying are more likely to

have depression, anxiety, increased sadness and loneliness, sleep problems, decreased academic success, and

health complaints. Children who bully are more likely to abuse substances, engage in earlier sexual activity,

get into fights, drop out of school, and become abusive adults towards family, spouses, and other children

who are not considered bullies.

Lacey (2016) also stated that bullying has wide-ranging negative impacts on various individuals

involved. It affects not only the victims but also the bullies, witnesses, and bystanders. Bystanders, who

observe or are aware of bullying, have the power to either contribute to the problem or help resolve it.

Victims of bullying often experience serious psychological consequences such as depression, anxiety,

increased sadness, loneliness, sleep disturbances, and academic difficulties. Additionally, they may suffer

from various health complaints. On the other hand, individuals who engage in bullying behavior are more

likely to develop harmful tendencies such as substance abuse, early sexual activity, physical fights, school

dropout, and a higher likelihood of becoming abusive adults in their relationships and family dynamics.

These findings

highlight the urgent need to address bullying comprehensively and involve all stakeholders in prevention
and intervention efforts.

There are many other types of behavior that do not fit the definition of bullying but still require the
same attention, including aggression and violence. This does not mean that they are any less serious or

require less attention than bullying. School violence is a subset of youth violence, a broader public health

problem.

Violence is the intentional use of physical force or power, against another person, group, or community, with

the behavior likely to cause physical or psychological harm. The reason for the statement is to say that

aggression and violence are important issues that need to be taken seriously, just like bullying. They can

cause harm to people physically or emotionally. It's necessary to give them attention and take action to

prevent them.

By addressing aggression, violence, and bullying together, we can make sure everyone is safe and well

(Centers for Disease Control and Prevention, 2014).

In light of their environmental observations, the researchers embarked on this study prompted by the

prevalent issue of bullying against university students. While bullying in this context is extensively

discussed, there exists a noticeable gap in addressing bullying among nursing students in research.

Recognizing the significance of filling this void, the researchers underscore the need to comprehend bullying

and its coping dynamics. Focusing specifically on Level I student nurses, the study seeks to rationalize the

investigation of bullying impact and coping mechanisms. Envisioning the findings as a source of valuable

insights, the researchers aim to empower student nurses with effective coping strategies and contribute to the

mitigation of bullying within their academic sphere.

The study determined the impact of bullying on students and their coping mechanisms.

Particularly, Level I students enrolled in the Bachelor of Science in Nursing at University of

Pangasinan. The results of the study provide valuable insights into the prevalence and

consequences of bullying among student nurses, and the development of interventions and

support systems to address this issue effectively.

Specifically, this study provides answers to the following questions:

1. What is the socio-demographic profile of the level I student nurses in terms of:

a. Age;

b. Sex?

2. What is the impact of the bullying among level I student nurses in terms of the following:

a. Physical;

b. Mental;

c. Social?

3. What are the coping strategies of the level I student nurses in terms:
 a. Physical Health;

b. Mental Health;

c. Social Health?

Survey Questionnaire

PART I. PROFILE OF THE RESPONDENTS

Direction: Check the box that matches with your profile

Sex:

□ Male

□ Female

Age:

□ 16 years old to 18 years old

□ 19 years old to 21 years old

□ Above 21 years old

PART II. IMPACT OF BULLYING AMONG LEVEL 1 STUDENT NURSES

Direction: Please put a check mark to the blank provided. To express your opinion, use the following

scale below.
 5- Always

4- Often

3- Sometimes

2- Rarely

1- Never

Always Often Sometimes Rarely Never

A. 5 4 3 2 1

PHYSICAL
1) I experienced physical injuries
before due to bullying.

2) I started to get physical symptoms

3) I can’t sleep at night.

4) I tried to harm myself and inflict

5) I experienced significant changes

Always Often Sometimes Rarely Never

B. MENTAL 5 4 3 2 1
 1) I feel the pressure whenever I go to
school.

2) It’s hard for me to focus on things and it

3) I feel very scared and wary around

4) I even think about ending my own life.

5) I started having a panic attack before

Always Often Sometimes Rarely Never

C. SOCIAL 5 4 3 2 1

1) I am afraid of making friends.

2) I feel hesitant to interact with others.

3) I kept my experiences in bullying with

5) I became self-conscious.

PART III. COPING STRATEGIES AGAINST BULLYING AMONG LEVEL 1 STUDENT

Direction: Please put a check mark to the blank provided. To express your opinion, use the following

scale below.

5- Always

4- Often

3- Sometimes

2- Rarely

1- Never
Always Often Sometimes Rarely Never

A. PHYSICAL 5 4 3 2 1

1) I engage myself doing regular exercise.

2) I connect myself with nature to make

5) I prioritize obtaining proper sleep to

Always Often Sometimes Rarely Never

B. 5 4 3 2 1
MENTAL
1) I organize myself to reduce feelings of
anxiety.

2) I practice breathing exercises to calm

3) I started writing a journal to process my

5) I listen to music to cope with mental

Always Often Sometimes Rarely Never

C. SOCIAL 5 4 3 2 1

1) I try to seek support with my friends.

2) I spend my time with my family.

4) I participate in recreational activities in

5) I make friends with my classmates.