Date of Conferral

2022

Degree

Ph.D.

School

Nursing

Advisor

Deborah Lewis

Abstract

Bullying toward newly graduated registered nurses (NGRNs) is a global concern that impacts various health care settings. Long term care (LTC) setting received minimal attention related to bullying experienced by registered nurses. NGRN’s face difficulty integrating into practice due to bullying experiences which causes them to quit, change jobs and even leave the profession, which further contributes to the nursing shortage and high turnover rates. The purpose of this transcendental phenomenological study was to address the knowledge gap in the literature by exploring NGRNs lived experiences of bullying as they transition into practice in LTC. Exploring bullying experienced by NGRN’s in LTC provided information to support the development of policies and procedures that can help decrease bullying in nursing. The theoretical foundation that guided this study is the pedagogy of the oppressed by Paulo Freire. Seven NGRNs were interviewed through semistructured interview questions to elicit a description of NGRN’s bullying experiences in LTC. Collected data were analyzed for codes and themes. Stevick’s data analysis method was utilized to analyze data. Themes were developed from the participants’ responses and were used to construct a description of the meaning and essence of the experience. Study findings showed that NGRNs experience bullying in LTC setting as they transitioned into practice. Bullying experienced by participants was hierarchical in nature and led to nurses’ negative responses and consequences including psychological effects, compromised patient care and intent to leave. This study may impact social change by improving understanding for how to address nurse bullying in LTC, mange it and prevent it.

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