Interrupting the cycle of bullying witnessed or experienced by nursing students: An ethical and relational action framework

Abstract Background The prevalence of bullying experienced by nursing students continues to be a substantial concern for the profession, especially for nurse educators. It is also an issue in other health care professional programs. Objectives To explore how educational institutions address bullying experienced by nursing and other health care professional students, with the goal of creating a set of procedures for reporting bullying if students witness or experience it during their education. Design Qualitative Description. Our central question was “What processes and resources do faculty members use when students disclose an experience related to bullying?” Settings Educational institutions in Western Canada. Participants Nine faculty members and one staff member with a student service role from nursing and other health care profession programs. Methods Semi-structured interviews. Results We found significant variation in interviewees' conceptions of bullying and the policies, processes, and resources for addressing bullying within programs. We adopted an existing definition of bullying; designed a set of procedures focused on reporting mechanisms; and developed a guiding framework entitled Addressing Bullying in Nursing Education: An Ethical and Relational Action Framework. Conclusions Nursing and other health care professional programs should ensure they have 1) clear and transparent procedures to report bullying 2) education about bullying for students and faculty.