Title

An Exploratory Study of Bullying Exposure Among School Nurses: Prevalence and Impact

Publication Date

2020-01-08

UMMS Affiliation

Graduate School of Nursing

Document Type

Article

Disciplines

Behavior and Behavior Mechanisms | Nursing

Abstract

The frequency and consequences of bullying directed at school nurses (SNs) are poorly understood. The purpose of this study was to describe the prevalence and impact of bullying directed at school nurses, determine predictors of bullying directed at school nurses, and evaluate the individual and organizational impact of exposure to bullying directed at school nurses. School nurses (n = 334) completed an online survey comprised of the Negative Act Questionnaire-Revised, Perceived Stress Scale, National Institute for Occupational Safety and Health General Social Survey 2010 Quality of Worklife Module, Michigan Organizational Assessment Questionnaire, and open response items to determine their experiences with, and impact of, bullying. Descriptive and inferential statistics were calculated for quantitative data, while content analysis was used to analyze responses to open-ended survey items. One third of participants reported occasional or frequent bullying. Content analysis revealed three themes, including unexpected parent behavior, staff incivility, and formal reporting. Findings support the development of an educational intervention to assist school nurses in the prevention and management of bullying exposure.

Keywords

bullying, quantitative research, school nurse, workplace

DOI of Published Version

10.1177/1059840519897308

Source

Peters A, El-Ghaziri M, Quinn B, Simons S, Taylor R. An Exploratory Study of Bullying Exposure Among School Nurses: Prevalence and Impact. J Sch Nurs. 2020 Jan 8;1059840519897308. doi: 10.1177/1059840519897308. [Epub ahead of print]. PMID: 31910730. Link to article on publisher's website

Journal/Book/Conference Title

The Journal of school nursing : the official publication of the National Association of School Nurses

Related Resources

Link to article in PubMed

PubMed ID

31910730

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