Resilience to Social Bullying in Academia

Wieland, Diane; Beitz, Janice M.

doi:10.1097/nne.0000000000000169

Cited by 25 publications

(24 citation statements)

References 29 publications

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“…Bullying was construed as a serious workplace hazard with grave implications for retention and well‐being of staff (Wieland & Beitz, ). Many studies addressed the issues related to resources and support needed for nursing academics to progress in their roles and have greater work commitment.…”

Section: Resultsmentioning

confidence: 99%

“…Wieland and Beitz () explored the notion of resilience building in response to social bullying, and this has serious implications for retention and staff well‐being. Wieland and Beitz's () study reflected the concerns of previous research (Cleary et al, ; Goldberg, Beitz, Wieland, & Levine, ), which found bullying within academic nurse professionals and nursing profession (Cleary et al, ) leading to turnover as a warning sign, but can be offset by resilience strategies. This study identified resilience strategies including having protective factors like family and collegial support, being engaged in social activities, educating and raising one's own level of self‐awareness in relation to workplace bullying.…”

Section: Resultsmentioning

confidence: 99%

“…Given that most nursing academics are females, paradoxically, Wieland and Beitz () found that gender did not a play a role in the bulling process. Bullied staff considered planning a new job as a form of resilience building.…”

Section: Resultsmentioning

confidence: 99%

“…Interestingly, there was no significant relationship found across different sites. Tourangeau et al (2013) found that more collegial relationship is (Peters et al, 2011, p. 38) Bullying was construed as a serious workplace hazard with grave implications for retention and well-being of staff (Wieland & Beitz, 2015). Many studies addressed the issues related to resources and support needed for nursing academics to progress in their roles and have greater work commitment.…”

Section: Re Sultsmentioning

confidence: 99%

“…Logan et al (2015) found that more resources were needed to support novice nursing academics in their transition period from clinicians to academics, including mentorship to progress to postdoctoral research. Other important factors include more support for new academics where employing organisations need to embrace and support new employees and contribute to resilience-building strategies when social bullying occurs (McDermid, Peters, Daly, & Jackson, 2016;Wieland & Beitz, 2015) and the development of standards for newly appointed sessional teachers (Peters et al, 2011).…”

Section: Re Sultsmentioning

confidence: 99%

See 4 more Smart Citations

Occupational stress facing nurse academics—A mixed‐methods systematic review

Singh

Cross

Munro

et al. 2020

Journal of Clinical Nursing

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Aim To better understand occupational stress faced by nurse academics. Methods A mixed‐methods systematic review, following the Joanna Briggs Institute [JBI], (Joanna Briggs Institute Reviewers’ Manual: 2014 edition, 2014) process. Studies were assessed for quality and risk of bias by using standardised critical appraisal instruments from the Joanna Briggs Institute. In addition, processes and reporting were checked against the Equator guidelines. See Appendix S1. Results The review revealed that nursing academics do experience occupational stress, including burnout. Occupational stress for academic nurses is associated with various factors including work–life balance, workload issues, resources and support, and adapting to change. However, much of the literature focuses on nurses during the initial transition from clinical to academic environment, with rather less focus on established mid‐to‐late career nurse academics. Discussion Occupational stress and burnout are evident in the university academic workforce, adversely affecting the well‐being of academic nurses, and the long‐term sustainability of the academic nursing workforce. While there is considerable literature focusing on the novice academic nurse, particularly during the transition period, rather less is known about occupational stress among academic nurses across the career trajectory. Various strategies to deal with the negative consequences of occupational stress are identified, including (a) quality mentors for novice and younger nursing academics; (b) training in resilience building for novice academics; (c) supporting collegial relationships and reducing bullying; (d) assistance for professional development and research; (e) better support and resources to overcome increasing workloads; and (f) greater work‐related empowerment to enhance job satisfaction. Conclusion There is a need for a broader whole‐of‐career research focus to more fully identify, explore and mitigate the occupational stressors that negatively affect the academic nurse workforce. Relevance to clinical practice A strong and resilient academic nurse workforce is essential for the sustainability of the profession. Organisations should review their work practices and provide greater work‐related empowerment to reduce occupational stressors among nursing academics.

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Section: Resultsmentioning

confidence: 99%