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Violence Experienced by Nursing Students During Clinical Practice and Academic and Emotional Consequences: A Cross-Sectional Study
(MDPI AG, 2026)
Novales-Huidobro, Samantha Ruth
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Ángeles-Pacheco, Maria Lorena
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González-Kawahara, Misato
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Constantino-Segura, Natalia
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García-Olea, Paula
Background: Violence in healthcare settings affects nursing students during clinical training and may compromise their mental well-being, learning experiences, and professional development. Despite evidence from high-income countries, limited data exist on how contextual and organizational factors in Latin American settings shape these experiences. This study aimed to assess the frequency and types of violence experienced by nursing students during clinical practice and the academic and emotional consequences. Methods: Cross-sectional study conducted among undergraduate and graduate nursing students in Mexico City who had completed at least one hospital-based clinical placement in the previous 12 months. Data were collected between January 2024 and September 2025 using a validated questionnaire assessing types of violence, perpetrators, academic and emotional consequences. Violence was defined as experiencing events “occasionally,” “sometimes,” or “frequently.” Descriptive statistics were calculated. Associations were examined using Pearson’s chi-square test, and logistic regression models adjusted for age, sex, and year of study. Results: Seventy-three students participated (86.3% female). Non-physical violence was the most frequent type (90.4%), followed by sexual harassment (49.3%), mainly perpetrated by nurses (62%) and physicians (46.5%). Considering leaving the profession (41.4%) and feelings of inadequacy (66.2%) were the most common academic and emotional consequences. Although some associations were observed in bivariate analyses, these were not significant after adjustment. Conclusions: Violence during clinical training is highly prevalent and may represent a significant threat to nursing students’ mental well-being and professional development. Strengthening institutional policies, reporting mechanisms, and supportive learning environments is essential to mitigate its impact and promote safer clinical training. © The authors © MDPI.
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Assertiveness in Educational and Pedagogical Strategies for Institutional Competitiveness
(2024)
Atristain-Suárez, Connie
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Castaños-Cervantes, Susana
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Jasso-Velazquez, David
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Villagrán-Rueda, Sonia
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Patiño-Domínguez, Hilda Ana María
This book delves into the crucial role of assertiveness in shaping effective educational and pedagogical strategies. It presents innovative research and practical techniques to empower educators, students, administrators, and institutions to enhance competitiveness in the ever-evolving educational landscape. Using in-depth research, evidence-based analysis and synthesis, and examples for use in the classroom, this book offers tools to navigate the complex landscape of assertiveness in educational contexts. ©The authors ©Palgrave Macmillan Cham.
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Revisión sistemática de la práctica laboral pedagógica en educación superior: fundamentos teóricos y acciones clave
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Tacuri Albarracín, Verónica Gabriela
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Vega Alonso, Mery Elizabeth
Las prácticas laborales responden a un componente sustancial en el desarrollo de habilidades de los futuros profesionales, conllevando en sus procesos importantes hitos de desarrollo con el fin de lograr que los estudiantes adquieran destrezas que vinculen la teoría y la práctica para la futura inserción laboral. La presente investigación se centró en analizar y sistematizar los principales fundamentos teóricos, legales y acciones clave que sostienen la práctica laboral en contextos de educación de las universidades del Ecuador. Para ello, se empleó una investigación de tipo documental, la cual favoreció la revisión y reflexión de diferentes fuentes bibliográficas obtenidas de buscadores de alto impacto a través del análisis de contenido. Luego del análisis se concluyó que el desarrollo de las prácticas laborales en los procesos de formación y desarrollo profesional docente, permiten la gestión del conocimiento en las universidades desde el investigar para actuar en el propio campo de acción. Además, esta formación pedagógica se basa en aprender para servir, a medida que se adquieren e integran los conocimientos. Esto favorece brindar a la comunidad un servicio social de calidad, atendiendo las necesidades prioritarias en relación al ámbito educativo.
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The Meaning of the Management Function: Discourse from Educational Institution Directors
(2020)
Meza-Mejía, Mónica del Carmen
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García-Casas, Claudia María
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Ortega-Barba, Claudia-Fabiola
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Galbán-Lozano, Sara-Elvira
This qualitative research articulates the perspective that educational institution directors have on the meaning of management action and the need for training in this area. Significant research findings include the importance of training in three specific aspects: technical knowledge, virtues, and managerial competencies. Study participants emphasized that experience alone is insufficient to run a school, which is an important job not only for educating students, but also for the impact it has on the entire educational community (i.e., managers, administrative and service staff, teachers, and parents). © Emerald Publishing Limited
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