PubMed · 8457746
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E Farmer. Anger rises over fallen Prophit.. https://doi.org/10.12968/bjon.1993.2.3.159
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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.
The aim of this study was to investigate nurse educators' perceptions of the quality of their working life. Questionnaires were sent to 706 Finnish nurse educators and their spouses or other adult living with them. The results concerning the structured part of the questionnaire have been described in detail in an earlier paper (Harri 1995). This paper describes the data collected by means of semi-structured questions from 477 (68%) educators and 409 (58%) spouses) and open-ended questions (309 nurse educators and 167 spouses), analysed using content analysis. The seven categories that were identified as the best features of work were, in descending order of prevalence: students, freedom, challenges, teaching, miscellaneous, colleagues, and physical environment. Among the worst features of work, workload ranked first, followed by inadequacy of personal resources, administrative issues, changes, interpersonal relationships, miscellaneous, and physical environment. In the open-ended comments the nurse educators used 400 expressions to describe positive features of their working life, while they used 597 expressions to describe negative features. The spouses made 90 positive comments about the working life of their teacher spouse, and 425 negative comments. The importance of this kind of study was remarked on quite frequently both by nurse educators (22%) and their spouses (12%). The study provides important clues to understanding the present reality of nurse educators' working life. It is hoped that the findings of the study will help focus attention on ways of developing the quality of nurse educators' working life.
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