This article explores the repercussions of workplace bullying on nurses and the health-care profession as a whole. I discuss the nature of workplace bullying and draw upon prior studies to explore some of the barriers that prevent witnesses to bullying from intervening, as well as barriers faced by targets in taking action to stop the bullying. As overt forms of resistance are often not feasible in situations where nurses occupy subordinate positions to their bullies, I propose that cognitive reappraisal can be an effective coping strategy, and situate this perspective within the research on humour, hope and optimism.
- International journal of environmental research and public health
- Published over 3 years ago
Background: The negative effects of in-person workplace bullying (WB) are well established. Less is known about cyber-bullying (CB), in which negative behaviours are mediated by technology. Drawing on the conservation of resources theory, the current research examined how individual and organisational factors were related to WB and CB at two time points three months apart. Methods: Data were collected by means of an online self-report survey. Eight hundred and twenty-six respondents (58% female, 42% male) provided data at both time points. Results: One hundred and twenty-three (15%) of participants had been bullied and 23 (2.8%) of participants had been cyber-bullied within the last six months. Women reported more WB, but not more CB, than men. Worse physical health, higher strain, more destructive leadership, more team conflict and less effective organisational strategies were associated with more WB. Managerial employees experienced more CB than non-managerial employees. Poor physical health, less organisational support and less effective organisational strategies were associated with more CB. Conclusion: Rates of CB were lower than those of WB, and very few participants reported experiencing CB without also experiencing WB. Both forms of bullying were associated with poorer work environments, indicating that, where bullying is occurring, the focus should be on organisational systems and processes.
Incivility and bullying in healthcare can impact care delivery and quality. There are challenges in research to making a direct link between the behaviors and patient outcomes. One way to address the challenges is through the creation of bullying vignettes that induce mood changes that reflect a feeling of being bullied. The purpose of this study was to develop workplace bullying textual vignettes and to test content validity. Cognitive interviewing was used by engaging content experts to rate 21 author-created vignettes for relevance, realism, and severity. Eleven vignettes were identified and have potential use in research, education, and practice.
Workplace bullying has been measured in many studies to investigate mental health issues. None uses online computerized adaptive testing (CAT) with cutting points to report bully prevalence at workplace.
The aim of the present study was to investigate whether the depressive symptoms of the bullied respondents differed according to who the perpetrator was.
To examine whether a shift in work-related bullying status, from being non-bullied to being bullied or vice versa, was associated with changes in reporting of personality characteristics.
This paper adopts the Job Demands-Resources (JD-R) model to analyze workplace bullying among teachers. The data used for this research are obtained from the 5th European Working Conditions Survey. Given the objective of this work, a subsample of 261 education employees is collected: 48.7% of these teachers report having experienced workplace bullying (N = 127), while 51.3% indicate not considering themselves as bullied at work (N = 134). In order to test the research model and hypotheses, this study relies on the use of partial least squares (PLS-SEM), a variance-based structural equation modeling method. The study describes a workplace bullying prevalence rate of 4.4% among education employees. This work summarizes an array of outcomes with the aim of proposing, in general, that workplace bullying may be reduced by limiting job demands and increasing job resources.
Bullying in the workplace can create a dysfunctional environment that is associated with serious physical and psychological harm to the person being bullied. Nurses' experience with bullying has gained considerable attention in recent years, and warrants further discussion. Nurse leaders need to develop and implement effective bullying prevention initiatives that will foster the functioning of a professional and productive staff in a healthy work environment. The aim of this article is to review workplace bullying as experienced by nurses, and describe how nurses at a Magnet-designated academic medical center developed and implemented a bullying task force to address the problem.
Context : Workplace bullying (WPB) is a series of persistent negative interactions that affect a clinician’s ability to perform his or her role. Although WPB has been studied in other health professions, to date, no information exists pertaining to WPB in athletic training. Objective : To determine the prevalence of WPB in the collegiate setting and examine factors that influence its occurrence. Design : Cross-sectional study. Setting : Collegiate setting. Patients or Other Participants : There were 723 (329 female, 394 male) athletic trainers (ATs) aged 37.5 ± 10.4 years. Data Collection and Analysis : We collected data via the validated and reliable online Athletic Training Environment Survey. Descriptive statistics were obtained to determine a bullying score for each AT and examine the prevalence of WPB. Chi-square analyses were performed to examine the differences between (1) sex, (2) academic degree level, (3) employment title, and (4) National Athletic Trainers' Association district. Results : A total of 106 participants (14.7%) had a score of 2 or higher, indicating they were bullied in the athletic training setting. Of those bullied, 47 (44.3%) were women and 59 (55.7%) were men. There was no difference between women and men with respect to having experienced bullying (χ(2)1 = 0.068, P = .794). Moreover, no difference existed in the prevalence of bullying among ATs holding various degrees (χ(2)3 = 6.73, P = .081) or among ATs holding various titles within an organization (χ(2)5 = 3.55, P = .616). More (χ(2)1 = 23.77, P = <.001) perpetrators were male (74.2%, n = 75) than female (25.8%, n = 26); of these, 38.2% (n = 39) were coaches, 17.6% (n = 18) were supervisory ATs, and 8.8% (n = 9) were coworker ATs. Conclusions : Bullying is experienced by both male and female ATs in the collegiate setting, and a higher number of bullies were male. More research is necessary to explore WPB in other work settings.
The purpose of this study was to examine workplace bullying victims' perceptions of what they heard their bully counterparts say through their use of prosody.