The number of violent acts and attacks of new nurses at the workplace is alarming. From extensive studies, it is profoundly clear that this situation is devastating for nurses and the health organization they work in. In most cases, bullying leads to longstanding problems in the nursing profession that can result in depression, stress, anxiety in addition to the turnover of new graduate nurses. As a result of the persistent effects of bullying on new nurses, health organizations must develop viable strategic nursing practice interventions to minimize the escalating rate of bullying.
One of the strategic plans that can be used in reducing the impact of bullying in the workplace of new nurses is recognizing bullying behavior. According to Thompson and George (2016), bullying in nursing is perpetuated because most nurses consider this behavior as a normal rite of passage into the profession. Behaviors such as being given tough assignments, eye-rolling, being criticized, and being unapproachable have been the norm. Most new nurses in the workplace accept these behaviors but they are destructive to their productivity.
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After recognizing the bullying behavior, these nurses should be separated from bullying. Nurses that are subjected to bullying behavior should step back and observe the behavior. This will help the nurse to realize that even if he or she made the mistake, he or she has the right to be treated accordingly. Speaking up about bullying is another strategic nursing practice intervention. Nurses that speak up can extremely validate feelings and can be supported out of this bullying situation. Lastly, confronting the bully is another strategic plan that can be used to minimize new nurses' bullying. The best way of confronting bullying is naming the type of bullying behavior a personal witness. This sends a message to the bully that the bullied person is aware of the bullying tactics.
Reference
Thompson, R., & George, L. E. (2016). Preparing new nurses to address bullying: The effect of an online educational module on learner self-efficacy. Medsurg Nursing, 25(6), 412.
