“I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings

Courtney‐Pratt, Helen; Pich, Jacqueline; Levett‐Jones, Tracy; Moxey, Annette

doi:10.1111/jocn.13983

Cited by 64 publications

(89 citation statements)

References 45 publications

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“…This phenomenon and its negative consequences have been documented extensively in recent years, going from distrustful relationships between nurses and a lack of consideration to malicious behaviours, such as bullying and intra-professional violence (Birks et al, 2017;Kelsey, 2017;Laschinger et al, 2010;Simons & Sauer, 2013). Despite awareness of the problem for several years and initiation of institutional policies, it seems these behaviours remain present in the care units and are experienced by nursing students during clinical placements (Birks et al, 2017;Courtney-Pratt, Pich, Levett-Jones, & Moxey, 2018). These behaviours can lead to a negative impact on nursing practice, quality of care, and increase the intention to leave the profession (Vogelpohl, 2011).…”

Section: Discussionmentioning

confidence: 99%

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Charette

Goudreau

Bourbonnais

2019

Journal of Clinical Nursing

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Aim To explore the influence of an acute care setting on competency deployment of new graduate nurses (NGNs) from a competency‐based undergraduate programme. Background In the last 15 years, nursing education has shifted to competency‐based education (CBE). Few studies have focused on how NGNs from these reformed programmes use the competencies they have developed. To be paradigmatically coherent with the nature of a competence, studies should also examine how context influences nursing practice and competency deployment. Design A focused ethnography of three acute care units from one academic hospital in Canada. Methods Purposive and snowball sampling strategies were used to recruit 19 participants: NGNs (n = 4), nurse preceptors (n = 2), clinical nurse specialists (n = 9) and nurse managers (n = 4). Data were collected through individual interviews, focus groups, observation and documentation. Data were analysed according to Roper and Shapira (Ethnography in nursing research. Thousand Oaks, CA: Sage Publications, 2000) ethnographic nursing analysis framework. Results Organisational and individual factors were identified as influencing NGNs’ competency deployment. Organisational factors are orientation, stability, workload and the scientific culture of the unit. Personal factors have been linked to groups of professionals: for NGNs, personality and clinical placements during their initial education; for nurses working with NGNs, to be role models, to promote integration and to denounce bullying; and for other health professionals, to recognise nursing expertise. Conclusion One way to smooth the transition from academic to clinical settings for NGNs is by offering transition or orientation programmes that will provide them with stability and a reduced workload, allowing them to progressively deploy their competencies. Relevance to clinical practice Organisational and individual factors influence how new graduate nurses deploy their competencies. Clinical educators and nurse managers can help new nurses by acting on these factors. This study conforms to the COREQ Research Reporting Guidelines for qualitative studies.

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Section: Discussionmentioning

confidence: 99%

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Charette

Goudreau

Bourbonnais

2019

Journal of Clinical Nursing

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“…The results of this study also suggest that one of the reasons that workplace bullying has become so entrenched in the nursing profession is that nurses are exposed to these behaviours during their educational experience, from either instructors or clinical preceptors who are practising nurses. Other studies have documented bullying against nursing students (Courtney‐Pratt, Pich, Levett‐Jones, & Moxey, ; Tee, Üzar Özçetin, & Russell‐Westhead, ; Webster, ), and interventions are being tested to teach nursing students about workplace bullying and how to respond to bullying when they enter the workplace (Egues & Leinung, ; Gillespie, Grubb, Brown, Boesch, & Ulrich, ; Thompson, ). However, to truly change the culture of nursing, nursing faculty, clinical instructors and staff nurses who interact with nursing students in practice settings also need training.…”

Section: Discussionmentioning

confidence: 99%

Workplace bullying, biased behaviours and performance review in the nursing profession: A qualitative study

Johnson

2019

Journal of Clinical Nursing

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Aims and objectives To explore staff nurses’ discourses of workplace bullying, to critically examine how these discourses affect their responses to bullying. Background Workplace bullying has been identified as a pervasive problem within the nursing profession. Efforts to eradicate workplace bullying need to involve staff—targets as well as bystanders. By understanding how this population conceptualises workplace bullying, more effective and targeted solutions to the problem can be devised. Design This qualitative study used a critical discourse analysis method which was based on the work of Foucault. Methods Thirteen staff nurses who worked in a variety of settings in the USA were interviewed. COREQ checklist was used for this article. Results Three interrelated discursive strands were identified: “biased behaviour manifested as workplace bullying, workplace bullying disguised as performance review and workplace bullying as entrenched behaviour in nursing”. Actions in response to bullying varied according to which discursive strand was invoked. Conclusions The central theme at the intersection of the discursive strands was that workplace bullying is a mechanism for driving out nurses who are different. Relevance to clinical practice Efforts to address workplace bullying among nurses need to include training on legitimate methods of performance review, workshops on how to interact with diverse co‐workers, and examination of how practices with nursing education contribute to the perpetuation of bullying in clinical settings.

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“…Exclusionary behaviors deny nurses and nursing students the ability to be involved in activities and events. Not only do individuals get left out of patient care experiences, but they are also not included in social gatherings and activities . Personal involvement in a social group is essential for human motivation.…”

Section: Resultsmentioning

confidence: 99%

“…Psychosocial distress diminishes an individual's satisfaction in the workplace leading to a turnover . Psychosocial consequences in the literature include impaired self‐confidence, impaired self‐esteem, and an impaired social image or sense of belonging …”

Section: Resultsmentioning

confidence: 99%

Incivility through the continuum of nursing: A concept analysis

Patel

Chrisman

2020

Nurs Forum

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Aim: The aim of this study is to explore the gap between incivility in the workplace and academia and develop a connection to the psychosocial distress effects on the victims.Background: While incivility in nursing has reached epidemic proportions in the past decade, the current definitions of incivility are limited to the workplace or academia and lack consideration of the consequences related to the social well-being of the victim.Design: Rodgers' evolutionary method was used in this study.Data Source: Following the PRISMA guidelines, articles were reviewed from PubMed and CINAHL between 2008 to 2019. Twenty articles describing incivility faced by staff nurses, student nurses, academic faculty, and nursing administrators were included in the final analysis.Review Methods: Inductive thematic analysis was used to determine the antecedents, attributes, and consequences of incivility in nursing.Results: Findings included a culture of incivility and power gradients as antecedents.The attributes of incivility were verbal or non-verbal behaviors that demean, dismiss, or exclude the individual. Consequences of incivility are psychosocial and physiological distress.

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“I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings

Abstract: Bullying remains a continuing concern in undergraduate nursing degrees. Efforts must be made in clinical and academic settings to heed the advice of undergraduates using broader strategies to address the issues.

Cited by 64 publications

References 45 publications

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Workplace bullying, biased behaviours and performance review in the nursing profession: A qualitative study

Incivility through the continuum of nursing: A concept analysis

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