Examining Lateral Violence in the Nursing Workforce

Stanley, Karen M.; Martin, Mary M.; Nemeth, Lynne S.; Michel, Yvonne; Welton, John

doi:10.1080/01612840701651470

Cited by 113 publications

(164 citation statements)

References 21 publications

Supporting

Mentioning

154

Contrasting

Unclassified

Order By: Relevance

“…[31]. Regarding quantitative measurements, web surveys [8,35,38] with anonymous paper questionnaires were used [33,34,36,37,39,40]. Participants in the quantitative studies were from 52 countries, and totaled 700 registered nurses.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 14 selected papers, four were qualitative [29][30][31][32] and nine quantitative [8,[33][34][35][36][37][38][39][40]. One of the studies used a mixed-method [41].…”

Section: Resultsmentioning

confidence: 99%

“…The main feature of such behavior is a violation of ethical and moral norms, such as theft, sabotage, aggression, and physical or verbal abuse. This behavior has been given various names, including "deviant behavior" [4], "misconduct" [5], "unethical behavior" [6], "aggression" [7], "violence" [8], and "workplace bullying" [9]. All these behaviors fall into a broader category termed counterproductive work behaviors (CWB) [10].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

What is Behind Counterproductive Work Behaviors in the Nursing Profession? A Systematic Review

Zaghini¹,

Fida²,

Caruso³

et al. 2016

J Clin Res Bioeth

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

“…Of the 14 selected papers, four were qualitative [29][30][31][32] and nine quantitative [8,[33][34][35][36][37][38][39][40]. One of the studies used a mixed-method [41].…”

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

What is Behind Counterproductive Work Behaviors in the Nursing Profession? A Systematic Review

Zaghini¹,

Fida²,

Caruso³

et al. 2016

J Clin Res Bioeth

View full text Add to dashboard Cite

show abstract

“…For example, WPB was between 27% 22 and 46% 25 in nursing. Among junior physicians, 37% experienced WPB.…”

Section: Prevalence Of Bullyingmentioning

confidence: 99%

Experiences With and Perceptions of Workplace Bullying Among Athletic Trainers in the Secondary School Setting

Pitney

Weuve

Mazerolle

2016

Journal of Athletic Training

View full text Add to dashboard Cite

Context: Workplace bullying (WPB) has recently received much attention in society. Research on WPB in athletic training practice settings is limited.Objective: To determine the prevalence of WPB in the secondary school setting and explore the factors related to it.Design: Mixed-methods study. , aged 36.5 6 11.1 years with 11.9 6 9.5 years of experience took part in phase I. Ten participants (7 women and 3 men), aged 39.3 6 10.1 years with 14.3 6 8.3 years of experience, took part in phase II.Data Collection and Analysis: For the online survey, we used the previously validated and reliable (Cronbach a ¼ .84) Athletic Training Workplace Environment Survey, which included the Negative Acts Questionnaire-Revised. The prevalence of WPB was measured with descriptive statistics, and v 2 analyses were used to compare differences between groups (ie, females and males, perpetrators' titles). The interview data were examined using an inductive content analysis.Results: Of the participants, 44 (7.8%) were empirically identified as targets of bullying, though a higher percentage (12.4%, n ¼ 70) self-identified as bullying targets. Men and women did not differ with respect to having experienced WPB, but more perpetrators were male (71.6%, n ¼ 48) than female (28.4%, n ¼ 19; v 2 1 ¼ 12.55, P ¼ ,.001). We also observed a difference in perpetrators' titles, with the vast majority of bullies being coaches or administrators (v 2 6 ¼ 33.82, P ¼ ,.001). Lack of administrator support and discrimination were antecedents of bullying. Stress, depression, and sleep disturbances were reported consequences. Participants coped with bullying by avoidance and role refocusing.Conclusions: Bullying was experienced by a small percentage of athletic trainers in the secondary school setting, a contrast to the findings in the collegiate practice setting.Key Words: interpersonal conflict, workplace aggression, harassment Key PointsWorkplace bullying of athletic trainers occurred less often in the secondary school than in the collegiate setting. Bullies were typically coaches, administrators, or parents, and women were bullied more frequently than men. Being bullied was associated with stress, depression, sleep disturbances, and self-doubt. Targets dealt with bullying by avoiding the perpetrator and refocusing on their role. Developing workplace-bullying policies and educating employees on proper workplace behavior can help to reduce the level of bullying experienced by employees.

show abstract

“…Horizontal violence can include behaviors such as verbal abuse, threats, intimidation, withholding information, being condescending, requiring unrealistic or unmanageable workloads and hours, taking credit for another person's work, criticizing, or denying access to opportunity. [38][39][40][41][42] A few participants reported a lack of support from their supervisors, and one described open hostility. New health care providers are challenged throughout their transition and socialization as they develop proficiency and gain experience.…”

Section: Mentoring and Supportmentioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

View full text Add to dashboard Cite

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

show abstract

Examining Lateral Violence in the Nursing Workforce

Cited by 113 publications

References 21 publications

What is Behind Counterproductive Work Behaviors in the Nursing Profession? A Systematic Review

What is Behind Counterproductive Work Behaviors in the Nursing Profession? A Systematic Review

Experiences With and Perceptions of Workplace Bullying Among Athletic Trainers in the Secondary School Setting

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Contact Info

Product

Resources

About