Workplace bullying is repeated, aggressive action towards a victim, which especially affects new graduate nurses and can inhibit growth and lead to nursing burnout and staff turnover. The purpose of this Doctor of Nursing Practice project was to develop a clinical resource educational module. The case scenarios were developed using literature on workplace bullying and lateral violence. Clegg's circuits of power theory was applied to frame the organizational authoritative nursing power struggles that exist as a circular flow between different nursing group members, and the American Nurses Association (ANA) Practice Standards and Code of Ethics guided the assertive communication. The case scenarios consisted of 3 vignettes, terms and definitions, a summary of the ANA practice and code of ethical standards, the Appraisal of Guidelines Research and Evaluation (AGREE) II instrument, Workplace Bullying Inventory, Organizational Predictors and Consequences of Bullying Scale, flip cards, and content readability evaluation forms. The AGREE II instrument is a 7-point Likert scale for evaluating clinical guidelines with a threshold standard of 70%. The results of advisory committee members' rigor scores (mean = 50.8, median = 31, SD = 3.03) were compared with the scores of nurse evaluators (mean = 50, median = 31, SD = 4). The AGREE II reliability score is 0.93, with similar results found for the advisory members (0.939) and the nurse evaluators (0.941). The overall findings suggest that the AGREE II is a viable instrument for evaluating case scenarios, which can be used to improve the workplace environment for nurses by addressing workplace bullying.

Lateral violence is an intentional and harmful behavior in the workplace by one employee against another. In nursing lateral violence has impacted the performance of nurses as well as patient care. Research suggests that lateral violence behaviors are still prevalent in the nursing workplace and that there have been few interventions to change these behaviors or address the power dynamics that cause them. Though most of the research on lateral violence has been conducted on female nurses, the population of male nurses is growing. Thus, the purpose of the study was to explore lateral violence in the workplace from the perspective of male nurses. A phenomenological approach with Marion Conti-O'Hare's theory of the wounded healer as the theoretical framework was used to address the research question on male nurse perception of lateral violence in nursing. The data for this study were drawn from interviews of 10 male nurses who were recruited with criterion sampling. Exploratory questions and vignettes were used to gather participants' responses. This allowed for larger themes and core ideas to establish codes. The data were analyzed using thematic analysis. The results of the study indicate that lateral violence is a problem in nursing and that there is a gender bias that perpetuates this phenomenon. Results of this study have the potential to contribute to positive social change regarding male perception of lateral violence in nursing by encouraging interventions for lateral violence based on communication differences between genders.

Background: Bullying is a form of violence and is described as unwelcome aggressive behavior(s) by unrelated individuals. The prevalence of bullying in the nursing profession has been reported to be as high as 31% in the United States, and has been studied extensively in undergraduate nursing, midwifery, medical school residencies, and Certified Registered Nurse Anesthesia (CRNA) professional roles. There is a significant gap in the literature and paucity of evidence about the extent of Student Registered Nurse Anesthesia (SRNA) bullying underscored that this topic required further investigation. Purpose: To investigate whether bullying behaviors occur among anesthesia preceptors, and if so, how SRNAs perceive bullying has affected their educational experience. Methods: The American Association of Nurse Anesthetists (AANA) disseminated an online survey based on an existing tool to SRNAs for this study. The study used a quantitative descriptive methodology consisting of a survey of nine demographic questions, eight 5-point Likert scale questions, and two multiple-choice questions. Setting and sample: A nationwide online survey sent to 1500 SRNAs yielded (N=133) participants, who were predominantly female (67.67%), in front-loaded programs (52.63%) with an average age of 24-29 years old. Results: Results revealed SRNAs entering clinical rotations in 2015 and 2016 were bullied more than those entering in 2017. The majority of the respondents (89.26%) reported that they couldn't think clearly when they were bullied. More than half of SRNAs agreed (74.62%) that bullying impedes learning. Overall, CRNA preceptors (85.48%) were reported as the most frequent bullies, with MD/DO anesthesiologists reported as the second most frequent (68.55%) followed by non-CRNA nursing staff (41.94%).

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Most nurses experience lateral violence (LV) during their careers. LV can be detrimental to nurses' livelihoods and careers, to facilities due to nurse replacement costs, to the nursing profession due to attrition, and to patient safety. The purpose of this staff education project was to educate registered nurses on the issue of LV and to equip nurses to respond to their aggressors. The project question addressed whether education would increase awareness of LV and empower nurses to stand up to their aggressors. The theory of the nurse as the wounded healer, social learning theory, and the theory of reciprocal determinism guided this project. Pretest, posttest, and evaluation data were collected from 155 nurse participants who completed an online education module. Data were analyzed by calculating the change scores between pretests and posttests and by assessing the evaluation data based on the number of nurses who answered at the highest positive levels on a Likert-style scale. Results showed a 24.64% increase in awareness from the pretest to posttest. Evaluation data indicated that nurses felt they had a better understanding of LV, felt better equipped to confront their aggressors, were concerned about the incidence of LV in the workplace, and wanted further education. Findings may be used to support positive change through routine education on LV to enable nurses to identify LV behaviors and use strategies including cognitive rehearsal, conflict resolution, and emotional intelligence to combat LV and change the culture of the nursing profession.

Incivility has infiltrated our institutions of higher learning as well as the world of nursing. All too familiar in nursing is the phrase “eating their young,” which aptly describes how nurses treat other nurses, even though they should be nurturing and caring professionals. The investigator explored nursing and health science students’ perceptions of student and faculty uncivil behaviors within the academic environment, seeking the levels and frequency of the problem. Bandura’s social learning theory presents a sound theoretical framework for this dissertation. The research methodology consisted of a quantitative descriptive approach. The Incivility in Higher Education-Revised (IHE-R) Survey was used to compare nursing and health science student perceptions of the level and frequency of student and faculty incivility. Descriptive statistics and independent t tests were used to compare the different student perceptions. The study results indicated that perceptions of student behavioral levels were between somewhat and moderately uncivil. Student perceptions of faculty behavioral levels were found to be more moderate. Review of the frequency levels reflected students’ frequencies to be never as compared with faculty, which indicated a frequency of sometimes. These results indicated that students perceived incivility to not be problematic within their individual programs, although it found faculty behavior levels were more uncivil even when similar behaviors were demonstrated by students. In general, these results were atypical than other results as incivility is found to be a rising problem. Further study is needed to confirm these results.

Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada. At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society. This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.