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.

This study aims to determine 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 this study will provide valuable insights into the

prevalence and consequences of bullying among student nurses, and inform the development of

interventions and support systems to address this issue effectively.

Specifically, this study aims to provide 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 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. PHYSICAL 5 4 3 2 1

1) I experienced physical injuries

before due to bullying

2) I start getting physical symptoms

3) I can’t sleep at night

4) I tried to harm myself and inflict

5) I experience significant changes in

Always Often Sometimes Rarely Never

B. MENTAL 5 4 3 2 1

1) I feel the pressure whenever I go to

2) I start having nightmares and

4) I even think about ending my own life.

5) I feel very anxious and I starts having

panic attacks before going to school.

Always Often Sometimes Rarely Never

C. SOCIAL 5 4 3 2 1

1) I am afraid in making friends

2) I feel humiliated and ashamed, and I

3) I kept my experiences in bullying with

4) I struggles to find a sense of belonging

5) I becomes self-conscious, afraid of

being judged, and I starts avoiding social

situations altogether.
 PART III. COPING STRATEGIES AGAINST 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. PHYSICAL 5 4 3 2 1

1) I engage myself in doing regular exercise

2) I connect myself with nature to make

3) I engage myself in hobbies

4) I treat myself with kindness

5) I prioritize obtaining sleep at night to

B. MENTAL 5 4 3 2 1

1) I organized myself to reduce feelings of

2) I practice breathing exercises to calm

3) I engage myself with hobbies to cope up

with bullying

4) I alter negative thoughts pattern

5) I always think positively

Always Often Sometimes Rarely Never

C. SOCIAL 5 4 3 2 1

1) I socialize with my peers

2) I spend my time with my family

3) I share my experiences with my family

4) I participate in recreational activities in

5) I make friends with my classmates