Workplace bullying: Exploring the prevalence, impact, and consequences to nurses
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Peggy Ann Berry, PhD, MSN, RN, COHN-S, CLE, PLNC, FAAOHN
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Introduction: Most novice nurses will experience workplace bullying (WPB) behaviors within 1-2 years of licensure. This exposure adversely affects work productivity. The purposes of this study were to (1) explore factors that resulted in the adoption of WPB behaviors; (2) determine the differences in perceived stress, anxiety state, and posttraumatic stress symptoms based on bullying exposure frequencies and select nurse characteristics; and (3) explore strategies to manage or stop WPB behaviors.
Methods: A longitudinal quantitative dominant mixed methods design was used with nurse respondents (n=80) from three Midwestern states who participated in a prior study on WPB. In Manuscript 1, respondents completed a multicomponent survey. Descriptive statistics, nonparametric statistics, and path analysis were computed to explore trait anxiety, perception of bullying behaviors, self-labeling as a target, and adoption of bullying behaviors. In Manuscript 2, data from a purposeful sub-sample (n=37) of respondents who maintained employment after an observed or targeted WPB incident and continued bullying behaviors were analyzed using descriptive and Mann- Whitney U statistics. Next semi-structured interviews with 11 respondents were conducted. Interview transcripts were analyzed using content analysis.
Results: In Manuscript 1, 11 respondents adopted bullying behaviors. There was no difference in the adoption of bullying based on WPB exposure (χ2 = 2.26, p = .38). For respondents (n=31) who had a positive history of being bullied prior to their nurse licensure, statistically significant findings were seen with age (Md = 33 vs. 26, U = 456.5, p = .04), state anxiety (Md = 40 vs. 34, U = 480.5, p = . 008), and posttraumatic stress symptoms (Md = 29 vs. 23, U = 506.5, p = . 017) compared to respondents (n=49) with no history of WPB behaviors prior to their nurse licensure. The final path model displayed a path from self-labeling as a target at Time 1 (2010), trust inmanagement, and anxiety state to the adoption of WPB behaviors through a common variable of self-labeling as a target of WPB behaviors at Time 2. This path achieved a minimum fit (X2 [36, N = 80] = 23.116, p = .952) with GFI = .95, RMSEA < .001, AGFI = .70, and NFI = .545. In Manuscript 2, significant differences were seen with perceived stress, anxiety, and posttraumatic symptoms for persons with frequent to daily WPB behavior exposure. A significant difference was seen between respondents 29 years and younger (n=23, Md = 21) and respondents 30 years and older (n=12, Md = 33) for posttraumatic stress symptoms (U = 86.5, p = .018). Narrative analyses demonstrated bullied novice nurses avoided perpetrators rather than ask for assistance. Nurse peers and leaders minimized WPB behaviors. Half the nurses interviewed were making plans to leave their current employment.
Conclusions: As WPB behaviors become or remain embedded into the unit culture, the risk of more nurses adopting bullying behaviors will likely continue. Elimination of WPB behaviors is complicated and requires a cultural change for how some nurse leaders and their employees address aggression and violence in their workplaces.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10665930; ProQuest document ID: 1983945624. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Other |
Research Approach | Mixed/Multi Method Research |
Keywords | Workplace Bullying; Novice Nurses; Unit Culture; Workplace Violence; Aggression |
Grantor | University of Cincinnati |
Advisor | Gillespie, Gordon L.; Fisher, Bonnie Sue; Gormley, Denise |
Level | PhD |
Year | 2015 |
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