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Preparing New Nurses to Address Bullying: The Effect of an Online Educational Module on Learner Self-Efficacy

MED

MedSurg Nursing

November 1, 2016 | Thompson, Renee; George, Lynn E. | Copyright

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The transition from academics to the professional practice environment can be challenging for newly licensed nurses. Complexities of the healthcare environment coupled with higher acuity patient care can cause stress and anxiety among nurses who are new to the profession. Researchers have found newly licensed nurses exposed to direct or indirect hostility from their colleagues are more likely to leave their current employers or the nursing profession (Laschinger, Grau, Finegan, & Wilk, 2010; Lavoie-Tremblay, Paquet, Marchionni, & Drevniok, 2011; Weaver, 2013). Newly licensed nurses who start their careers in supportive, nurturing environments are more likely to overcome the challenges and successfully transition into professional practice (Spiva et al., 2013).

Experts agree a behavior needs to be repeated and involve a perceived power gradient to be considered bullying (U.S. Department of Health & Human Services [DHHS], n.d.). Bullying behavior can be categorized further as overt or covert. Overt behaviors are easier to observe and can be described by others as name calling, yelling, bickering, and physical threats. Openly criticizing someone in front of others can be considered overt bullying if repeated over time (DHHS, n.d.). Covert bullying is subtler, not as easy to recognize, and may include making unfair assignments, being unapproachable, withholding information, excluding others, and sabotaging another's efforts (Bartholomew, 2013). Authors of this manuscript define nurse bullying as a repeated pattern of destructive behavior with the conscious or unconscious attempt to do harm.

Significance of Research

Many pre-licensure nursing students began their exposure to bullying during clinical rotations and discovered the disrespectful, sometimes harsh ways in which nurses treat each other. Clarke, Kane, Rajacich, and Lafreniere (2012) found more than 88% of nursing students (n=674) reported experiencing bullying behaviors in the clinical environment. While nurse residency programs can help bridge the gap between academia and the practice environment, they may not address nurse bullying adequately. Berry, Gillespie, Gates, and Schafer (2012) found an alarming 73% of newly licensed nurses (n=174) reported being bullied. Academic institutions may be in the best position to introduce the topic to pre-licensure students and prepare them with strategies to address bad behavior in the work environment. In an academic-service partnership, nurse leaders within healthcare organizations then can build on this foundation and help newly licensed nurses continue to develop skills required to address bullying behaviors.

Purpose

The first purpose of this study was to examine use of an online educational module to introduce pre-licensure nursing students to the topic of bullying in the work environment. The second purpose was to examine the effect of the module on their self-efficacy related to bullying behavior as they transitioned from the academic setting to the professional practice environment.

Literature Review

A review of the literature was completed in CINAHL and Medline for 2011-2015 using the search terms nurse bullying, horizontal violence, incivility, nursing oppression, student bullying, and self-efficacy. The term bullying has been used synonymously in the literature with terms such as horizontal or lateral violence, incivility, oppression, hostility, and relational aggression. A summary of the relevant research articles follows.

Newly licensed nurses are more susceptible to the effects of nurse bullying than experienced nurses. In a study of 135 newly licensed nurses, 29.5% of respondents (n=40) considered leaving the nursing profession due to bullying behaviors in the workplace (Vogelpohl, Rice, Edwards, & Bork, 2013). In a survey of over 2,000 nursing graduates from the class of 2014, 48% (n=960) said they were concerned about being victims of workplace bullying or working in a hostile working environment (Kaplan, 2014). The survey also found 39% (n=780) of newly licensed nurses reported they were victims of workplace bullying or a hostile working environment. …

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Find and read the article: Thompson, R. & George, L.E. (2016). Preparing new nurses to address bullying: The effect of an online educational module on learner self-efficacy. MedSurg Nursing,26(5), 412-432.

* Identify the/a main dependent variable.

*How was this dependent variable measured?

* What evidence is provided of the reliability and validity of this measure? If none provided, state this, and give ONE EXAMPLE of how reliability validity for the main DV measure may be demonstrated.

Answer 1

Variable is a factor which keeps changing. Any experiment usually has three kinds of variables: independent, dependent, and controlled. Dependent variable is an unstable element which is affected and measured in an experiment .

1.Dependent variable is the self efficacy of nurses. As it is the factor which changes in the nurses.

2.Randomised study design was involved. Randomised study design involves two or more groups.Here newly licensed nurses and student nurses are involved.An adaptation of the Scale To Address Disruptive Physician Behavior was used to measure the self efficacy of nurses.Saxton developed a ten-item Likert-type scale to measure disruptive behavior.The scale measured training participants’ degree of confidence in addressing disruptive behavior in ten situations, from zero (not confident) to ten (highly confident)