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At least 19 recordsLinked to original sources
PubMed2026

Organizational bullying among nursing faculty: A systematic review of consequences, contributing factors, and interventions.

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.

Faculty, Nursing↗
PubMedDate not supplied

Registration and voting participation of four faculty groups.

This study compared registration and voting behavior of nursing faculty, male medical school faculty, female education school faculty, female music school faculty, and the general population of the voting area in the 1972 general election and all 1974 elections. The faculty groups voted in higher proportions than the general population. Nursing faculty registered at a higher rate than the other three faculty groups; nursing faculty voted more than music and education faculty and less or at the same rate as medical school faculty. The male medical faculty registered less frequently than the female faculty, but generally voted in larger percentages. The medical faculty were found to be more consistent voters. The fact that nursing faculty were largely of lower rank and younger age than the other three faculty groups was suggested as a factor in their lower voting consistency.

Adult↗
PubMed1976

Nursing deans as leaders in collegiate health professions.

Deans of Nursing who choose to be administrators of the Health Sciences may very well enhance Nursing programs by facilitating the nursing faculty to become leaders through offering service courses in Health, may thereby help to cut the high cost of nursing education, and may make a contribution to other Health majors by sharing their faculty's special expertise in Health theory.

Chemistry, Clinical↗
PubMedDate not supplied

Faculty influence on nursing students' preferences for practice.

To ascertain if faculty preferences affect students' preferences for nursing practice, this study investigated: 1) the convergence of students' preferences with those of their clinical faculty and 2) students' perceptions of faculty characteristics associated with their practice preferences at the completion of a clinical course. Fourteen faculty and 170 junior baccalaureate nursing students were measured at three points in time to determine student preferences for indirect-direct involvement in patient care. Findings did not support the convergence of students' preferences with those of faculty as they progressed through the course. At the completion of the course multiple regressions revealed that students' preferences were associated with preferences they attributed to faculty, their perceptions of faculty reputation among students, students' clinical grades, and their preferences for nursing practice before and after six weeks of the course.

Attitude of Health Personnel↗
PubMed1978

Educating teachers of nursing: the contribution of pedagogical studies.

This paper deals with the nature of pedagogical studies, starting with a discussion on aspects of the curriculum. This is followed by sections dealing with objectives, lesson presentation and teaching practice. The final sections deal with the assessment of learning and curriculum planning.

Curriculum↗