A framework for the management of nurse educator bullying in nursing education institutions

Abstract

Bullying remains a hidden yet insidious issue within nursing education institutions (NEIs). This study aimed to create and validate a framework for managing bullying among nurse educators in these settings. Conducted in five Gauteng-based NEIs, the researcher employed a qualitative, descriptive phenomenological design. The first phase explored the lived experiences of nurse educators and key stakeholders, using purposive sampling and in-depth interviews. Colaizzi’s method guided the data analysis phase. Pierre Bourdieu’s theory of practice informed the study. The findings from the first phase revealed that symbolic violence served as a concealed form of power, fostering a coercive atmosphere. This was exacerbated by the field’s doxa, a behavioural expression that highlighted the emotional toll of bullying, such as bitterness and anxiety. These elements shaped a specific habitus for bullies, marked by unprofessional behaviour and signs of inferiority. Despite these issues, there was agreement on the necessity for a safe, well-managed workplace. A framework for the management of nurse educator bullying in NEIs was subsequently developed and validated. The study thus delivers a crucial framework for addressing workplace bullying in NEIs, engaging key stakeholders. The study also offers practical recommendations for enhancing work conditions and retaining qualified nurse educators.