The Effect of Bystander Intervention Program on Bystander Efficacy, Behavior and Intent to Help for Dating Violence in Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 84
- 试验地点
- 2
- 主要终点
- Bystander Efficacy Scale
研究概览
简要总结
This randomized controlled trial evaluated the effectiveness of a bystander intervention program for dating violence among nursing students. The study was conducted with second-year nursing students at Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing. A total of 84 students were randomized to the intervention and control groups. Due to missing data from one participant in the control group, 83 students were included in the final analysis (intervention group, n=42; control group, n=41). Participants were allocated to the groups using computer-generated randomization. The intervention group received the Bystander Intervention Program, which was developed based on the Bystander Behavior Model and the Theory of Planned Behavior and adapted to the cultural and institutional context. The control group received a single 90-minute educational session on dating violence during the study period. After completion of all outcome assessments, participants in the control group were also offered the Bystander Intervention Program for Dating Violence. Data were collected face-to-face using an Individual Information Form, the Bystander Efficacy Scale, the Intention to Help Scale-Short Version, the Bystander Behavior Scale, and a Program Evaluation Form. Bystander efficacy and intention to help were assessed at baseline, immediately after the intervention, and at two-month follow-up. Bystander behavior was assessed at baseline and at two-month follow-up.
详细描述
Dating violence is an important public health concern among young adults and may have adverse physical, psychological, and social consequences. Young people exposed to dating violence may experience difficulties in seeking help or disclosing violence, highlighting the importance of prevention approaches that extend beyond individuals directly involved in violent relationships (Choi et al., 2017; Park & Kim, 2021).
Bystander intervention is a prevention approach that focuses on individuals who witness or become aware of situations involving violence and who may have opportunities to intervene safely. Bystanders may intervene directly or indirectly, and previous studies have reported that bystander-focused programs can influence outcomes including knowledge, attitudes, confidence to intervene, intentions to help, and bystander behaviors (Amar et al., 2015; Jouriles et al., 2018; Peterson et al., 2018).
The intervention evaluated in this study was developed specifically for nursing students and was informed by the Bystander Behavior Model and the Theory of Planned Behavior. The program was adapted to the cultural and institutional context and aimed to strengthen students' ability to recognize dating violence, assume responsibility when intervention is appropriate, identify safe intervention strategies, and provide appropriate support and referral.
Nursing students constitute a relevant population for bystander intervention because they may encounter dating violence both within their peer environments and, as future health professionals, in the care of individuals exposed to violence. Developing their knowledge, confidence, intentions, and behaviors related to safe bystander intervention may therefore be relevant to both violence prevention and future nursing practice.
The study evaluated the Bystander Intervention Program for Dating Violence in a randomized controlled trial among nursing students. The primary outcomes were bystander efficacy, intention to help, and bystander behavior. Bystander efficacy and intention to help were assessed at baseline, immediately after the intervention, and at two-month follow-up; bystander behavior was assessed at baseline and at two-month follow-up.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None (Outcomes Assessor)
盲法说明
Participants and the investigator were not blinded after group allocation due to the nature of the educational intervention. The statistician who performed the data analysis was blinded to group identity during the analysis.
入排标准
- 年龄范围
- 18 Years 至 24 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being actively enrolled as a student at the nursing faculty of a public university in Istanbul during the 2024-2025 academic year.
排除标准
- •Not being actively enrolled at the nursing faculty during the 2024-2025 academic year due to reasons such as suspension or termination of enrollment, transfer to another institution, or transfer to another academic program.
- •Having a diagnosed mental disorder (e.g., major depression or post-traumatic stress disorder) and/or receiving regular psychiatric treatment.
- •Having previously participated in a seminar, workshop, group activity, conference, congress, training program, or similar educational activity related to dating violence prevention and/or bystander intervention.
研究组 & 干预措施
Experimental Group
Participants in this group received the Bystander Intervention Program for Dating Violence. The program was developed based on the Bystander Behavior Model and the Theory of Planned Behavior and was adapted to the cultural and institutional context. It aimed to improve nursing students' knowledge and skills for recognizing dating violence and responding safely as bystanders. The program was delivered to second-year nursing students at Istanbul University-Cerrahpaşa Florence Nightingale Faculty of Nursing.
干预措施: Bystander Intervention Program for Dating Violence (Behavioral)
Control Group
Participants in the control group received a single-session educational program on dating violence during the same week as the intervention group. The session addressed dating violence and its types, causes, myths related to dating violence, the cycle of violence, consequences of dating violence, and prevention. The session lasted 90 minutes. After completion of the experimental phase and all outcome assessments, participants in the control group were also offered the five-session Bystander Intervention Program for Dating Violence for ethical and educational equity considerations.
干预措施: Dating Violence Education (Behavioral)
结局指标
主要结局
Bystander Efficacy Scale
时间窗: It will be applied to both groups within one week before the program, and within 1 week after the program is completed
The scale used to assess bystander effectiveness was developed by Banyard et al. The scale includes 18 items. The participant is expected to indicate his/her degree of confidence by writing a whole number between 0-100 to indicate how confident he/she is that he/she can perform the behaviors specified in the scale. The calculation is made by averaging all items and the scale has no cut-off point. High scores indicate a high degree of confidence. In the study conducted by Banyard et al. (2014), the Cronbach's alpha value of the scale was .93 and the mean was 72.60.
Bystander Behavior Scale (For Friends)
时间窗: It will be applied to both groups 2 months after the program
The scale used to determine the spectator behavior of the participants in the last 2 months was developed by Banyard et al. The scale has 44 items and includes only spectator behaviors towards friends. The scale consists of 4 factors. Participants are expected to mark "Yes", "No" and "Did not meet" for the fulfillment of each item. In the evaluation, each no sign is calculated as 0 points and each yes sign is calculated as 1 point. The items that individuals said they did not encounter are not included in the scoring and the calculation is made by taking the average of the answers given to the other items. Higher scores indicate the types of bystander behavior reported by more people. Cronbach's alpha value for the short version of the scale was .971 (Banyard et al. 2014).
Intention to Help Scale-Short Version
时间窗: It will be applied to both groups within one week before the program, and within 1 week after the program is completed
The scale, which assesses the likelihood or willingness of participants to engage in various helping behaviors, was developed by Banyard et al. (2014). There are two separate subscales by creating separate but parallel items and it consists of 18 items in total. Participants are expected to rate their likelihood of performing the behaviors using a 5-point Likert-type scale. The scale is calculated by averaging the answers given to the items. High scores indicate that the individual is more likely to engage in helping behavior. Cronbach's alpha value for the short version of the scale was .93 (Banyard et al. 2014).
Bystander Efficacy Scale
时间窗: Baseline (within one week before the intervention), immediately after completion of the intervention, and at two-month follow-up.
The scale used to assess bystander effectiveness was developed by Banyard et al. The scale includes 18 items. The participant is expected to indicate his/her degree of confidence by writing a whole number between 0-100 to indicate how confident he/she is that he/she can perform the behaviors specified in the scale. The calculation is made by averaging all items and the scale has no cut-off point. High scores indicate a high degree of confidence. In the study conducted by Banyard et al. (2014), the Cronbach's alpha value of the scale was .93 and the mean was 72.60.
Intention to Help Scale-Short Version
时间窗: Baseline (within one week before the intervention), immediately after completion of the intervention, and at two-month follow-up.
The scale, which assesses the likelihood or willingness of participants to engage in various helping behaviors, was developed by Banyard et al. (2014). There are two separate subscales by creating separate but parallel items and it consists of 18 items in total. Participants are expected to rate their likelihood of performing the behaviors using a 5-point Likert-type scale. The scale is calculated by averaging the answers given to the items. High scores indicate that the individual is more likely to engage in helping behavior. Cronbach's alpha value for the short version of the scale was .93 (Banyard et al. 2014).
Bystander Behavior Scale (For Friends)
时间窗: Baseline (within one week before the intervention) and at two-month follow-up.
The scale used to determine the spectator behavior of the participants in the last 2 months was developed by Banyard et al. The scale has 44 items and includes only spectator behaviors towards friends. The scale consists of 4 factors. Participants are expected to mark "Yes", "No" and "Did not meet" for the fulfillment of each item. In the evaluation, each no sign is calculated as 0 points and each yes sign is calculated as 1 point. The items that individuals said they did not encounter are not included in the scoring and the calculation is made by taking the average of the answers given to the other items. Higher scores indicate the types of bystander behavior reported by more people. Cronbach's alpha value for the short version of the scale was .971 (Banyard et al. 2014).
次要结局
未报告次要终点
研究者
Seda Er
Research Assistant
Istanbul University - Cerrahpasa