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Nursing interns’ experiences of bullying from clinical instructors and nurses in China: a qualitative study

Year: 2025

Type: article

Abstract: BACKGROUND: Clinical placement serves as a vital bridge between theoretical instruction and professional nursing practice, offering nursing interns the opportunity to translate knowledge into real-world patient care. However, experiences of bullying during clinical placements substantially undermine the quality and effectiveness of nursing education. Such negative behaviours jeopardize the biopsychosocial well-being of nursing interns and affect their career choices, and pose persistent challenges to the long-term stability of the nursing workforce. METHODS: This study employed a descriptive phenomenological approach, conducting semi-structured, in-depth interviews with 14 nursing interns from three educational institutions in Hubei and Guangdong Provinces, China, who reported being subjected to bullying by clinical instructors and nurses. The study adhered to the COREQ guidelines. Data were analyzed using inductive qualitative content analysis, and methodological rigor was maintained through the principles of confirmability, transferability, credibility, and dependability. RESULTS: Analysis yielded five overarching themes encompassing 25 subthemes:(i) Manifestations of bullying; (ii) Impacts of bullying; (iii) Coping strategies; (iv) Causes of bullying; (v) Recommendations for reducing bullying. CONCLUSIONS: This study presents a comprehensive and multidimensional examination of bullying experienced by nursing interns during their clinical placements. The findings reveal that bullying manifests in diverse forms, resulting in significant physical and psychological distress, undermining professional identity, and revealing the limited coping strategies available to nursing interns. To mitigate these adverse effects, targeted interventions should address contributory factors, cultivate a culture of safety and respect, and enhance institutional support systems to foster empowering learning environments for future nurses.

Source: BMC Nursing

DOI: 10.1186/s12912-025-04175-6