Abstract
This narrative inquiry centers on student nurses' stories of vertical violence perpetuated by clinical registered nursing staff and the meaning that students associate with this phenomenon. Student nurses are the very young and potentially impressionable members of our profession; therefore, a concern of this study was if vertical violence affects professional identity development for the student nurse. Additionally through stories revealed by these participants, this study attempted to explore whether perceptions of violence are believed to be a rite of passage into the profession. Students are the future of our profession, and it is important that this phenomenon be understood from the students' perspectives. Nurse leaders must be aware of vertical violence for the very reason that it may be affecting the young of the profession. Students will become the future healthcare workers that care for patients, that become our employees, and that speak for our profession one day. It is important that leaders be aware of what affects them, which can in turn affect our healthcare organizations and the quality of care that patients receive. Through narrative inquiry, this research was intended to elicit stories as a way to construct meaning of vertical violence from the student nurses' perspectives in order to better understand this phenomenon of interest.
Sigma Membership
Psi Upsilon
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Nurses and Bullying, Professional Identity, Nurse Management
Advisor
Janie Butts
Degree
PhD
Degree Grantor
The University of Southern Mississippi
Degree Year
2012
Recommended Citation
Cantey, Sherri Williams, "Vertical violence and the student nurse: Is this toxic for professional identity development?" (2020). Dissertations. 1285.
https://www.sigmarepository.org/dissertations/1285
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-04-08
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3534850; ProQuest document ID: 1277718331. The author still retains copyright.