PubMed · 6562793
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D N Starks. 1984. Patchwork reflections from a nursing instructor.. https://pubmed.ncbi.nlm.nih.gov/6562793/
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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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Crucial to the implementation and success of any educational program, especially problem-based learning (PBL), is the support and co-operation from staff involved in its use. It is suggested that this support and co-operation is dependent on their understanding of and comfort with the process especially when PBL may require substantial change in teaching practices. This paper reports the results of a pilot survey of staff responses to several aspects of the PBL approach of which the authors became aware. The survey focuses on issues of comfort with the process, knowledge and understanding of PBL, and preparation for the teaching role in PBL. As a preliminary study, it provides some indicators of staff responses to PBL implementation as well as highlighting sources of comfort/discomfort with the process.