@article{ref1,
title="Interrupting the cycle of bullying witnessed or experienced by nursing students: an ethical and relational action framework",
journal="Nurse education today",
year="2020",
author="O'Flynn-Magee, Kathy and Rodney, Patricia and Pearson, Marion and Afonso Burnay, Marta and Daly, Zachary",
volume="91",
number="",
pages="e104458-e104458",
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 &quot;What processes and resources do faculty members use when students disclose an experience related to bullying?&quot;  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.<p /> <p>Language: en</p>",
language="en",
issn="0260-6917",
doi="10.1016/j.nedt.2020.104458",
url="http://dx.doi.org/10.1016/j.nedt.2020.104458"
}