PubMed · 3845787
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1985. 300 attend second symposium on faculty practice.. https://pubmed.ncbi.nlm.nih.gov/3845787/
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BACKGROUND: Organizational bullying among nursing faculty is a systemic and pervasive issue with profound psychological, professional, and institutional consequences. Despite increasing awareness, the literature remains fragmented, and a comprehensive synthesis is lacking. METHODS: This systematic review followed PRISMA guidelines and examined empirical studies on organizational bullying among nursing faculty, with no date restrictions applied. A structured search across five databases (PubMed, Scopus, Web of Science, CINAHL, and Embase) identified studies that met inclusion criteria related to the consequences, contributing factors, and interventions. The Mixed Methods Appraisal Tool (MMAT) was used to assess study quality. RESULTS: Fifteen studies meeting the quality threshold were included. Organizational bullying was consistently associated with psychological distress (e.g., anxiety, depression, burnout, suicidal ideation), professional disengagement, and intent to leave. Contributing factors were categorized into structural and organizational (e.g., hierarchical power imbalances, toxic workplace culture), managerial and HR-related (e.g., lack of leadership support, poor reporting mechanisms), and individual/social (e.g., gender or ethnic discrimination, early-career vulnerability). Intervention strategies identified included policy reforms, leadership training, supportive reporting systems, and psychological support services, though evidence on their effectiveness remains limited. CONCLUSIONS: Organizational bullying in nursing academia is a serious and multifaceted challenge with detrimental effects on individuals and institutions. Addressing it requires a comprehensive, evidence-based approach that includes structural reforms, leadership development, and psychosocial support systems. Academic institutions must prioritize the creation of safe, inclusive, and respectful environments to retain faculty and sustain the quality of nursing education.
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This study sought to explore the assumption that potential participants to do the English National Board Teaching and Assessing in Clinical Practice course (ENB 998) were motivated to undertake the programme by a commitment to become a mentor. Two cohorts of students (n=127) were invited to complete a specifically constructed questionnaire and the majority responded (n=115, response rate 90.6%). The results were analysed using SPSS v10 [SPSS Inc., SPSS for Windows, 1999]. The findings suggest that commitment to undertaking the role of the mentor was not the only motivator for those undertaking this programme of preparation. Fifty-eight percentage (n=67) identified enhanced job prospects as a benefit of the course. Recommendations are made that the course should not be universally required for promotion and that it be, solely, identified as a course for mentor preparation. It is also recognised that this approach requires a national movement in this area if it is to succeed.