Perspectives on emotional labour and bullying: reviewing the role of emotions in nursing and healthcare

Smith, Pam; Cowie, Helen

doi:10.1504/ijwoe.2010.032923

Cited by 11 publications

(10 citation statements)

References 25 publications

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“…When students attempt to reduce anxiety and divest themselves of negative emotions, and work to solve problems by reflecting and talking with peers (Lopez et al, 2018), they engage in a form of emotional social support that can facilitate active learning and build resilience (Thomas & Revell, 2016). This resonates with the notion of “informal communities of coping” discussed by Smith and Cowie (2010). This phenomenon demonstrates how workers turn to colleagues, instead of supervisors, for a form of peer support in which to share extremely negative emotions and deal with daily emotional pressures.…”

Section: Discussionsupporting

confidence: 75%

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

McCloughen

Levy

Johnson

et al. 2020

Journal of Clinical Nursing

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Aims and objectives To explore nursing students’ subjective experience of emotions during first‐year clinical placements, strategies used to manage their emotions and socialisation to emotion management. Background Emotion regulation is a key source of stress for early career and student nurses. Clinical placement experiences can elicit strong emotions in nursing students; however, they may be unprepared for the challenge of regulating their emotions in real‐world practice. How nursing students learn to manage their emotions in the clinical setting, whether they receive support for this, and how they are socialised to manage their emotions during placements are not well known. Design An exploratory qualitative study. Methods Semi‐structured interviews (n = 19) were conducted with first‐year nursing students, exploring their experiences of emotion management during clinical placement. Interview transcripts were analysed using conventional qualitative content analysis. Reporting adheres to the COREQ Checklist. Results Interactions with patients and staff often elicited negative feelings. Structured guidance for emotion management by supervising staff was scarce. Students used informal self‐reflection and interpretation to guide emotion management. Conclusions In the absence of strategic socialisation and formal support for effective emotion management, students used emotional labour strategies that can negatively impact on well‐being. A focus on adequately preparing nursing students for emotion work is a necessary component of classroom and clinical learning environments. Structured debriefing during clinical placements may provide a relevant context to discuss emotions arising during clinical work and to learn emotion management strategies. Relevance to clinical practice Emotional competence, a fundamental ability for registered nurses and students, supports personal health maintenance and strengthens professional practice. Students are exposed to clinical environments and interpersonal encounters that evoke strong emotions. They need situated learning strategies and formal support to develop knowledge and strengthen capability for emotion management, as this is essential for promoting professional development and patient care.

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Section: Discussionsupporting

confidence: 75%

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

McCloughen

Levy

Johnson

et al. 2020

Journal of Clinical Nursing

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“…Even with prompts and even after having heard the views of her peers, who were more empathetic and sensitive to the patient’s needs, the nurse did not seem to aware of her blocking behaviour. In fact, she referred to a characteristic of the patient, which may have had the effect of shifting the blame to the patient [54].…”

Section: Discussionmentioning

confidence: 99%

“…During the process of attending to, responding to, and perceiving information, nurses can engage in a mindful exchange [61]. Together with training in how to manage negative emotions, identifying the forms of emotional labour in action while preserving the authenticity of their experience [54] through engaging in their emotions will enhance their communication skills.…”

Section: Discussionmentioning

confidence: 99%

Nurses’ perspectives on their communication with patients in busy oncology wards: A qualitative study

et al. 2019

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BackgroundDespite an increase in emphasis on psychosocial care in cancer nursing, time constraints and nurses’ lack of knowledge in skilled communication continue to be challenges.AimsTo examine how cancer care nurses view their communication with patients and how they deal with the psychosocial needs of patients in busy wards.DesignA qualitative interview study.MethodsFocus groups and individual interviews were conducted with eleven hospital-based cancer nurses in Hong Kong from July 2, 2017 to January 2, 2018.ResultsA qualitative thematic analysis of the data identified three themes: 1. Intentional and unintentional psychosocial care that is secondary in focus; 2. Managing an emotionally challenged environment; 3. Mentoring and learning.ConclusionOncology settings are time-constrained, emotionally charged environments for nurses, and providing psychosocial care for patients is a secondary concern. While proactive strategies can be used to avert patient complaints, being open and attending to the individual needs of patients is equally important to avoid blocking in nurse-patient communication. Despite emotional entanglement and tensions, the positive follow-up strategies used by nurses to manage the patients’ emotions and provide psychosocial care reflect good practices. Leadership and support are needed to deal with the nurses’ perception that their communication training has been ineffective and their ability to manage strong emotions deficient. Communication skills, honed by making continuous opportunities to communicate available, as well as an understanding of emotional labour, need to be integrated with mindfulness in the nurses’ care of themselves and their patients. Notwithstanding the importance of experience in oncology care for junior nurses, it is necessary for both junior and senior nurses to learn about and reflect upon the different forms of emotional labour if value-based care is to be provided. In addition, it is essential for junior nurses to receive continuous coaching and mentoring, and to engage in reflective learning from each clinical encounter with oncology patients.

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“…More needs to be done to understand these relationships (West, Brodbeck, and Richter ; Zwarenstein and Reeves ; Cameron ) and, in particular, how emotions shape interprofessional teams working in primary care (West and Field ,b; Pescosolido ). Although the effect of strongly negative emotions on staff in the delivery of care within organizations has been recognized for many years (Obholzer and Zagier Roberts ; Stokes ; Taylor ; Smith and Cowie ), particularly in public sector organizations where staff face continuing organizational change (Cardona ; Obholzer ), this does not seem to be recognized by policy leaders in current service change in health and social care. Pescosolido () has argued for the emergence of leaders to manage group emotions particularly in times of ambiguity, for example, during the process of strategic change in nursing organizations (Furne, Rink, and Ross ) and to reconcile the expectations of different groups of staff trying to meet government directives (Smith and Bryan ; Smith et al.…”

Section: Introductionmentioning

confidence: 99%

People and Teams Matter in Organizational Change: Professionals' and Managers' Experiences of Changing Governance and Incentives in Primary Care

Allan

Brearley

Byng

et al. 2013

Health Services Research

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Objectives. To explore the experiences of governance and incentives during organizational change for managers and clinical staff. Study Setting. Three primary care settings in England in 2006-2008. Study Design. Data collection involved three group interviews with 32 service users, individual interviews with 32 managers, and 56 frontline professionals in three sites. The Realistic Evaluation framework was used in analysis to examine the effects of new policies and their implementation. Principal Findings. Integrating new interprofessional teams to work effectively is a slow process, especially if structures in place do not acknowledge the painful feelings involved in change and do not support staff during periods of uncertainty. Conclusions. Eliciting multiple perspectives, often dependent on individual occupational positioning or place in new team configurations, illuminates the need to incorporate the emotional as well as technocratic and system factors when implementing change. Some suggestions are made for facilitating change in health care systems. These are discussed in the context of similar health care reform initiatives in the United States. Key Words. Emotions, chronic illness, relationships, health care, health policy/ policy analysisIn this article we discuss findings from a three-center study in England, which explored the professional experience of evolving organizational and governance structures in primary health and social care, in relation to the 1 These governance structures include incentives to achieve local service reconfiguration of community teams similar to the North American "medical home" policy ( Jackson et al. 2012). We argue that these rapidly changing governance systems create uncertainty for interprofessional teams. Integrating new interprofessional teams to work effectively is a slow process, especially if structures do not acknowledge the emotions involved or support staff during periods of uncertainty. The experiences that emerge from the formation of new community-based interprofessional teams, sometimes together in new physical locations but often apart, distance managers and frontline staff, and reinforce existing divisions between health and social care (Allan et al. 2005;Hall 2005;Baxter and Brumfitt 2008). We discuss the experiences of clinical staff and their managers in relation to the literature on teamwork, governance, and incentives in primary health care. We focus on the emotional reactions to the changes which were expressed by both managers and staff.

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Perspectives on emotional labour and bullying: reviewing the role of emotions in nursing and healthcare

Cited by 11 publications

References 25 publications

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

Nurses’ perspectives on their communication with patients in busy oncology wards: A qualitative study

People and Teams Matter in Organizational Change: Professionals' and Managers' Experiences of Changing Governance and Incentives in Primary Care

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