Bullying Among Nurses

Dellasega, Cheryl

doi:10.1097/01.naj.0000344039.11651.08

Cited by 95 publications

(69 citation statements)

References 17 publications

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“…For example, a bullied nurse would be frequently assigned to care for the "barrier-nursed patient". This relational act of ostracism can destroy the team work and has been described by Dellasega (2009) and Briles (2007). Another feature of lateral violence uncovered from the focus group discussions was monetary sabotage.…”

Section: Discussionmentioning

confidence: 99%

Lateral violence among nurses at a Jamaican hospital : a mixed methods study

Small¹,

Lindo²,

Aiken³

et al. 2017

IJANS

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Purpose: In many first-world settings, lateral violence among nurses is pervasive and has been associated with deleterious psychological effects, high staff turnover and negative patient outcomes. This study explored lateral violence among nurses at a Jamaican hospital. Methods: A fixed concurrent QUAN= QUAL mixed method study design was employed. Data were gathered from 114 registered nurses using the 38-item Briles' Sabotage Savvy self-administered questionnaire and two focus group discussions. Results: Exposure to lateral violence was reported by 96% of participants, and 3/4 rated the exposure as moderate to severe. Nurse Managers were the main perpetrators of lateral violence (63%). Lateral violence created a hostile environment, and half of the nurses surveyed indicated an intent to resign. These survey findings were supported by the focus group discussions which yielded themes inclusive of professional disengagement and erosion of team work. Conclusion:The high levels of lateral violence reported in this study indicates an urgent need for the implementation of appropriate workplace violence policies. Reported threats to the healthcare system included poor staff retention and professional disengagement. Highlights:• Lateral violence among nurses is one of the most damaging issues affecting the progress of the nursing profession and is well studied in the developed world.• The attributes of the phenomenon of lateral violence in a low and middle-income country are described in this paper.• Exposure to lateral violence was reported by 96% of participants, forms of lateral violence appeared to be mainly verbal or emotional and nurse managers were the major perpetrators.• Assimilated behavior in response to lateral violence among the nurses included professional disengagement, retaliation, avoidance and intent to resign.• The pervasiveness of lateral violence among the nurses studied indicates the need to implement appropriate workplace violence policies.

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Section: Discussionmentioning

confidence: 99%

Lateral violence among nurses at a Jamaican hospital : a mixed methods study

Small¹,

Lindo²,

Aiken³

et al. 2017

IJANS

View full text Add to dashboard Cite

show abstract

“…Se han reportado los resultados de investigaciones realizadas en otros países sobre este tema, en diferentes áreas de formación de instituciones educación superior tales como enfermería (28,29), gastronomía (30) y humanidades y tecnología (31), al igual que en la milicia (32) y la política (33). La intimidación ocurre en diferentes instituciones, aunque las tasas tienden a ser más altas en las organizaciones relacionadas con la salud y dentro de las instituciones de educación superior, se observa más en las facultades de medicina que en las otras (34).…”

Section: "Bullying" En Las Escuelas De Medicinaunclassified

“…Foi encontrada uma prevalência global de bullying foi 19,68% (95% CI = 17,5-22,32). As áreas de maior prevalência foram o litoral (28,01%, IC 95% = 22,53-33,48), leste (26,29, IC 95% = 21,38-31,19) e centrais (23,56, IC 95% = 17, 71). A fonte mais comum de assédio moral foram os professores e colegas, sendo mais comum a intimidação pela humilhação é de tipo verbal.…”

Section: Introductionunclassified

“…La prevalencia general encontrada de "bullying" fue del 19,68% (IC 95%= 17,5-22,32). Las zonas de mayor prevalencia fueron la costa (28,01%, IC95%= 22,53-33,48), la zona oriental (26,29, IC95%=21,19) y la zona central (23,56, IC95%= 17,71). La fuente más frecuente de matoneo fueron los docentes y los compañeros, siendo más común la intimidación por humillación y de tipo verbal.…”

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“Bullying” en las facultades de medicina colombianas, mito o realidad

et al. 2010

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ResumenTradicionalmente, los estudios de "Bullying", también conocido como intimidación o matoneo, se han concentrado en la enseñanza primaria y secundaria, pero pocos han dirigido su interés al ámbito de la educación superior y en menor número en los programas de salud. En este artículo se presenta los resultados de un estudio diseñado para identificar y caracterizar la presencia del "bullying" en los estudiantes de pregrado de 22 facultades de medicina en Colombia, como un aporte para la generación de políticas de calidad de la educación médica en el país. Se utilizó un diseño transversal de tipo descriptivo-comparativo, con una muestra probabilística de 1.500 estudiantes de pregrado de los primeros diez semestres. La prevalencia general encontrada de "bullying" fue del 19,68% (IC 95%= 17,5-22,32). Las zonas de mayor prevalencia fueron la costa (28,01%, IC95%= 22,53-33,48), la zona oriental (26,29, IC95%=21,19) y la zona central (23,56, IC95%= 17,71). La fuente más frecuente de matoneo fueron los docentes y los compañeros, siendo más común la intimidación por humillación y de tipo verbal. No se encontraron diferencias significativas entre los diferentes tipos de universidades, sexos ni semestres cursados. Se evidencia, por tanto, que el "bullying" no es un mito sino una realidad, y que debe ser un tema de preocupación para las facultades y hospitales universitarios, en la medida que podría estar afectando la dinámica de relaciones interpersonales, la permanencia en la carrera, el rendimiento académico, la productividad e incluso la salud de los médicos y de sus pacientes, siendo este último un aspecto importante por estudiar. Los resultados obtenidos hacen pensar que es urgente desarrollar programas de intervención para la prevención y manejo de comportamientos que ocasionan "bullying" en las facultades de medicina.Palabras clave: estudiantes de medicina, intimidación, violencia. BULLYING IN COLOMBIAN MEDICINE FALCULTIES, MYTH OR REALITY AbstractResearch on bullying or intimidation have mainly focus in the elementary and secondary education, while few have been conducted on superior education and even less in the health programs. This article presents the results of a study designed to identify and to characterise the presence of bullying in undergraduate students of 22 medicine faculties of Colombia, as a contribution for the generation of quality policies underproducate for the medical education in this country. A transversal, descriptive and comparative design was used, with a probabilistic sample of 1,500 undergraduate students of the first ten semesters. The general prevalence found for bullyng was of 19,68% (IC 95%= 17,(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)32). The areas of higher prevalence were the coast (28,01%, IC95%= 22,48), the eastern zone

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“…Workplace bullying according to Dellasega (2009) is the repeated, unreasonable actions of individuals (or groups) directed toward an employee (or a group of employees), intended to intimidate, and by doing so, create a risk to the health and safety of the employee(s). New graduate nurses are more likely to suffer from workplace bullying.…”

Section: Workplace Bullyingmentioning

confidence: 99%

Critical thinking; issues in nursing education and practice

Aagbedia

Ogbe

2013

IJANS

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The emphasis on the use of the nursing process in both nursing education and clinical practice would lead one to expect that the process of critical thinking is well understood and applied in nursing situation. But this is not the case. There is a substantial body of evidence to show that tasks, ward routines and rituals and procedures socialization of neophytes in nursing are strong obstacles to use of critical thinking skills in nursing. Rapid technological changes and increase consumer demand for health services dictate the need for professionally prepared nurses who are competent and capable of critical thinking abilities to process complex data and make and intelligent decision. But the question is, is nursing education and practice promoting critical thinking? This paper examines critical thinking in relation to other modes of thinking used by clinical nurses and issues in providing quality nursing care. In addition, thought processes that can influence nurse’s ability to provide safe, high-quality care are explored. The importance of exploring these thought process is to offer the reader a context in which to judge the appropriateness of nursing actions. Implications to nursing are discussed. Keywords: Critical thinking, nursing, disposition to critical thinking, evidence-based practice, uncertainty in nursing.

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Bullying Among Nurses

Cited by 95 publications

References 17 publications

Lateral violence among nurses at a Jamaican hospital : a mixed methods study

Lateral violence among nurses at a Jamaican hospital : a mixed methods study

“Bullying” en las facultades de medicina colombianas, mito o realidad

Critical thinking; issues in nursing education and practice

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