Abstract
Bullying behaviors are an unfortunate part of the nursing profession. Prominent organizations condemn behavior such as bullying, because of potential harm it could have upon nurses and healthcare. Researchers established the potential detriment of bullying to nurses and have investigated prevention interventions yet limited information regarding interventions for the student nurse population exists. Though complete eradication of bullying from the nursing profession is unlikely, nursing students need to have the appropriate skills to mitigate bullying behaviors.
The goals of the study were to: (1) analyze the state of the science regarding bullying interventions in the nursing profession, (2) evaluate the effectiveness of an intervention to mitigate bullying behaviors in the student nurse population, and (3) discover the feelings experienced by student nurses who have experienced bullying behaviors while in clinical or simulated settings.
Sigma Membership
Phi Nu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Mixed/Multi Method Research
Keywords:
Anti-Bullying Education, Nursing Education, Bullying Behaviors
Advisor
Gordon L. Gillespie
Second Advisor
Carolyn Smith
Degree
PhD
Degree Grantor
University of Cincinnati
Degree Year
2020
Recommended Citation
Rutherford, Dawna E., "Educational intervention to mitigate the effects of bullying in the student nurse population" (2023). Dissertations. 832.
https://www.sigmarepository.org/dissertations/832
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
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
2023-03-28
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30204700; ProQuest document ID: 2746256651. The author still retains copyright.