Contra-power harassment of nursing academics

Christensen, Martin; White, Sara J.; Dobbs, Sally; Craft, Judy; Palmer, Christine

doi:10.1016/j.nedt.2018.12.002

Cited by 3 publications

(12 citation statements)

References 7 publications

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“…Besides, Christensen et al . (2020) have used a convenience sample without randomization. In addition, Sanner‐Stiehr (2018) only made the study with the students who were enrolled in their final course.…”

Section: Resultsmentioning

confidence: 99%

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Bullying in nursing students: A integrative literature review

Fernández-Gutiérrez

Mosteiro-Díaz

2021

Int J Mental Health Nurs

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The purpose of this integrative review was to analyse the current situation of bullying in nursing students through an exhaustive review of the last 10 years. As the sources of information, we used electronic databases, such as Medline, CINAHL, PubMed, Cochrane, and SciELO, using bullying, nursing students, and clinical environment as search terms. We based the methodology of the study in PRISMA checklist. Articles were selected for their relevance and suitability for the purpose, and they were constructed into a table. A critical appraisal was done using MMAT TOOL and AACOODS checklist. Papers were analysed using a constant comparison and a concept mapping. Finally, 30 articles were included. We analysed: prevalence, profile of the victim and perpetrator, type of violence, and bullying consequences. Bullying prevalence varied from 9-96% according to the author. Differences about the influence of sociodemographic variables were detected, there is no consensus about age, gender, or educational level. Bullying in nursing students is an important problem that affects all spheres of their life. Harassment also has consequences for the patient and for the health organization, so it is really important to take action regarding bullying and to act to victims, perpetrators, and health organizations. Regarding to implications for nursing practice, we found that some interventions were useful to reduce bullying, so it is important to participate in intervention programmes to eventually stop this problem. This study has revealed that more research on the efficacy of psychological intervention programmes to help students cope with bullying situations is essential.

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Section: Resultsmentioning

confidence: 99%

“…In the study of Christensen et al . (2020), the authors found that the fact of have only the title of registered nurse could be a factor to suffer horizontal violence. Nowadays, the fact of having more titles in specific nursing profiles could give more opportunities to work.…”

Section: Resultsmentioning

confidence: 99%

Bullying in nursing students: A integrative literature review

Fernández-Gutiérrez

Mosteiro-Díaz

2021

Int J Mental Health Nurs

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“…Future research directions as suggested in the literature include exploring the emotional impact of contrapower harassment experienced by nursing academics, their coping strategies and their professional attributes. (11,22) This study aims to understand better the extent and impact of students' contrapower harassment on paramedic academic teaching staff within Australian universities. It also captures suggestions from these academics about potential actions and interventions to address this issue.…”

Section: Discussionmentioning

confidence: 99%

“…Verbal and written abuse were the most common forms of harassment, with more severe forms of harassment (eg, stalking) having a lower prevalence rate in line with previous research. (11,19,20) Although, over 30% of interviewees had experienced stalking. Harassment was also found to be more prevalent during assessment and when grades were released.…”

Section: Discussionmentioning

confidence: 99%

“…(10) In higher education, bullying among academic staff has also been well researched, but research on students bullying faculty staff is also less common. (11)(12)(13)(14) In this context, Lampman et al (15) defines contrapower harassment as 'student incivility, bullying and sexual attention aimed at faculty' and expressed in several forms such as comments in teacher evaluations, emails, and comments or actions in class. (3) In a study that included 257 professors, Desouza and Fansler (16) found that 72% had experienced at least one type of harassing behaviour in the previous two years, with 96% of these experiencing incivilities, 31% experiencing sexual harassment and 11% experiencing ethnic harassment.…”

Section: Discussionmentioning

confidence: 99%

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Contrapower Harassment in Paramedicine: Experiences of Academic Staff in Australian Universities

Williams

King

Boyle

et al. 2022

Australasian Journal of Paramedicine

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Background Although bullying and harassment among academic staff has been well researched, research on students bullying and harassing academic teaching staff (ie, contrapower harassment) is less common. Contrapower harassment has been on the rise in academia over the last decade, partly attributable to changes in the student–faculty staff relationship. This study aimed to understand better the extent and impact of students’ contrapower harassment on paramedic academic teaching staff within Australian universities, as well as actions and interventions to address it. Methods This study used a two-phase mixed methods design. In phase 1, a convenience sample of paramedic teaching academics from 12 universities in Australia participated in an online questionnaire. In phase 2, an in-depth interview was conducted with nine participants from phase 1. Results Seventy-six academic teaching staff participated in the study. Survey results showed that most academics surveyed had experienced harassment from paramedic students, with the highest incidence of harassment occurring during student assessment periods. Alarmingly, over 30% of the academics surveyed had been ‘stalked’ by a student and over 50% had felt powerless and helpless when students had attacked them on social media. Problematic students were identified as those who presented with an over-inflated sense of entitlement or with psychological states and traits that find it challenging to accept feedback and failure, and look to externalise their failures. Reasons for increases in contrapower harassment included a complex mix of consumer and demand-driven education, on-demand (and demanding) instant gratification and degree self-entitlement, and an increase in social media and online learning (particularly during the COVID-19 pandemic of 2020). Conclusion Although most of the academics in this study experienced contrapower harassment by students, they also report that most students are level-headed and supportive, and do not carry out this type of harassment. Promoting student professionalism and reassessing student evaluations are starting points for addressing this type of harassment. Further research on the broader systemic issues that influence the contributors to contrapower harassment is needed.

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Nurse academics' experience of contra-power harassment from under-graduate nursing students in Australia

Christensen

Craft

White

2020

Nurse Education Today

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Background There is growing concern around inappropriate behaviour being perpetrated by undergraduate nursing students towards nursing academics. Coined contra-power harassment, is defined as the harassment of individuals in formal positions of power and authority by those that are not. The type of harassment behaviours reported include: verbal and physical violence, character assassination through social media, stalking and sexually motivated behaviours. The most often cited reasons for the escalation in these behaviours are seen with course progression and the awarding of grades. Aim The aim of this study is to better understand the extent to which nursing academics experience contrapower harassment from undergraduate nursing students. Method A convenience sample of nursing academics were in Australia were contacted and provided with an introductory letter, a participant information sheet and a link to an online questionnaire. A 41 item Likert scale (Strongly agree-strongly disagree) was used to elicit responses to statements on academics' experiences of and the contributing factors associated with contra-power harassment. Results The main contributing factor identified from this study was seen as the consumerism of higher education; in particular paying for a degree gave a sense of entitlement with academics experiencing the highest levels of student harassment around grades. Conclusions Contra-Power harassment is becoming common place in higher education especially in nursing education. The competitive nature of obtaining employment post-university has meant that some nursing student's behaviours are becoming increasingly uncivil, challenging and unprofessional.

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Contra-power harassment of nursing academics

Cited by 3 publications

References 7 publications

Bullying in nursing students: A integrative literature review

Bullying in nursing students: A integrative literature review

Contrapower Harassment in Paramedicine: Experiences of Academic Staff in Australian Universities

Nurse academics' experience of contra-power harassment from under-graduate nursing students in Australia

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