Gillespie Gordon Lee, Tamsukhin Sara M, Galloway Emily, Garde Derek, Grubb Paula L
Department of Population Health, College of Nursing, University of Cincinnati, Cincinnati, OH, USA.
Institute for Nursing Research and Scholarship College of Nursing, University of Cincinnati, Cincinnati, OH, USA.
Teach Learn Nurs. 2024;19(2). doi: 10.1016/j.teln.2024.02.020.
Bullying behaviors whether verbal, emotional, or physical impact nurses in several ways.
The purpose of this study was to describe how newly licensed nurses managed the bullying behaviors they experienced.
A qualitative descriptive design was used with 24 newly licensed nurses. Interviews followed an open-ended, semi-structured interview guide. Colaizzi's procedural steps for phenomenological analysis were used to analyze the transcript data.
Six themes emerged from the qualitative data: The Bullying, The Perception of the Event, How Bullying Affected Them, How They Dealt with Bullying, How They Wished Bullying Had Been Managed, and What the School Should Do.
Organizational support, in the form of policies and procedures, could reduce bullying behaviors and improve nurse efficiency. Additionally, nursing schools can incorporate education about bullying into their curricula to both better prepare new nurses and break the cycle of bullying among nurses.
欺凌行为，无论是言语、情感还是身体上的，都会在多个方面影响护士。
本研究的目的是描述新获得执照的护士如何应对他们所经历的欺凌行为。
采用定性描述性设计，对24名新获得执照的护士进行研究。访谈遵循开放式、半结构化的访谈指南。使用科莱齐的现象学分析程序步骤来分析转录数据。
定性数据中出现了六个主题：欺凌行为、对事件的认知、欺凌行为对他们的影响、他们应对欺凌行为的方式、他们希望欺凌行为如何得到处理以及学校应该怎么做。
以政策和程序形式提供的组织支持可以减少欺凌行为并提高护士的工作效率。此外，护理学校可以将关于欺凌行为的教育纳入其课程，以便更好地培养新护士并打破护士群体中的欺凌循环。
