Date of Award

10-13-2025

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr. Saleema Gulzar

Second Advisor

Dr. Syeda Naghma Rizvi

Third Advisor

Ms. Afshan Nazar

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Cyberbullying has become a serious public health concern in higher education, particularly among nursing students who encounter both academic and clinical pressure during their professional transition. First-year nursing students are particularly vulnerable due to their limited coping strategies, frequent internet usage, and high exposure to digital platforms. Although cyberbullying is a growing global phenomenon, there is limited evidence on its impact within nursing institutions in Pakistan.
Purpose: This study aimed to examine the prevalence, forms, and severity of cyberbullying among first-year nursing students enrolled in both public and private nursing Institutions in Sindh, Pakistan, and to identify associations with demographic and institutional factors.
Method: A quantitative analytical cross-sectional study was conducted across four different institutions, comprising both public and private nursing institutions in Sindh, Pakistan, involving first-year nursing students enrolled in these institutions.
Findings: Over half of the participants (53.4%) reported being victims of cyberbullying, while 40% admitted to engaging in such behaviors. Text messaging (28%) and social media platforms (7.8%) emerged as the most common channels. Reported experiences included online exclusion, dissemination of false information, emotional harassment, and threats. Analysis revealed no significant association between cyberbullying and demographic factors such as gender, age, or marital status. However, significant associations were found with the type of institutions and the amount of time spent online.
Conclusion: Cyberbullying is widespread and multifaceted among first-year nursing students in Sindh, with students involved as both victims and perpetrators. The findings underscore the urgent need for contextually appropriate interventions, including awareness initiatives, digital literacy training, comprehensive institutional policies, and supportive reporting mechanisms to foster a safer and healthier academic environment within nursing education.

First Page

1

Last Page

106

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