ABSTRACT

Although a limited number of studies have focused on

bullying in nursing education to date, all of those studies
demonstrate the existence of bullying in clinical settings,
where nursing students undertake a signifcant amount
of their nursing education. The purpose of this study was
to examine the state of bullying in clinical nursing educa-
tion among Canadian undergraduate nursing students
(N = 674) in all 4 years of their nursing program. Results sug-
gest that nursing students experience and witness bullying
behaviors at various frequencies, most notably by clinical
instructors and staf nurses. Third-year and fourth-year stu-
dents experience more bullying behaviors than frst-year
and second-year students. Implications for practice include
ensuring that clinical instructors are well prepared for their
role as educators. Policies must be developed that address
the issue of bullying within nursing programs and within
health care facilities where nursing students undertake
their clinical nursing education.
B
ullying in nursing has existed for decades and appears to
be a growing concern as nurse retention and recruitment
become crucial factors in sustaining Canadas health
care system. International studies have also noted the phenome-
non of bullying in nursing workplaces (McKenna, Smith, Poole,
& Coverdale, 2002; Quine, 2001). Although varying rates of
prevalence exist, current research has unanimously demon-
strated the negative effects of bullying on nurses. Anecdotally,
nurses have likened their clinical setting to that of a battleeld
and describe the environment in which they work as a place of
professional terrorism (Farell, 2001). Although a limited num-
ber of studies have focused on bullying in nursing education,
all of them demonstrate the existence of bullying in clinical set-
tings, where nursing students undertake a signicant amount of
their nursing education.
With a shortage of nurses looming, we cannot afford to lose
nurses or nursing students to bullying. A New Zealand study
revealed that of 170 new graduates who reported experienc-
ing a distressing event, one in three (n = 58, 34%) considered
leaving nursing and 14 intended to leave nursing as a result of
horizontal violence (McKenna et al., 2002). A survey of nursing
students revealed that of those students who experienced verbal
and academic abuse, 57.7% and 69.5% respectively, thought
about leaving the profession (Celik, & Bayraktar, 2004). The
study by Randle (2001) supports these ndings that nursing stu-
dents psychological reactions to bullying include the intention
to leave the profession.
Nursing is a caring profession, deeply rooted in ethics, yet
studies have repeatedly described a culture that perpetuates in-
timidation and a notion that nurses eat their young (Meissner,
1986). Nursing organizations (Canadian Nurses Association,
2008; International Council of Nurses [ICN], 2006) set forth
codes that govern the ethical behaviors of registered nurses,
which include respectful mentorship of nursing students. If this
code of ethics is in perpetual violation as a result of bullying be-
haviors, it is the professional and ethical responsibility of nurse
educators to contribute to awareness, suggest possible strategies
for resolution, and support facilitating change. The purpose of
this study was threefold and included examining the state of
bullying in nursing education in the practice setting, identifying
Bullying in Undergraduate Clinical Nursing
Education
Colette M. Clarke, MSc, RN; Deborah J. Kane, PhD, RN; Dale L. Rajacich, PhD, RN; and
Kathryn D. Lafreniere, PhD
Received: July 20, 2011
Accepted: February 22, 2012
Posted Online: April 9, 2012
Ms. Clarke is Program Manager, Oncology, Windsor Regional Hospital;
Dr. Kane is Associate Professor, Faculty of Nursing, Dr. Rajacich is Associ-
ate Professor, Faculty of Nursing, and Dr. Lafreniere is Professor, Psychol-
ogy Department, University of Windsor, Windsor, Ontario, Canada.
The authors have disclosed no potential conficts of interest, fnancial
or otherwise.
Address correspondence to Deborah J. Kane, PhD, RN, Associate Pro-
fessor, Faculty of Nursing, University of Windsor, 401 Sunset Ave., Wind-
sor, ON N9B3P4 Canada; e-mail: dkane@uwindsor.ca.
doi:10.3928/01484834-20120409-01
Journal of Nursing Education Vol. 51, No. 5, 2012 269
BULLYING
the types and frequencies of bullying behaviors experienced by
nursing students, and identifying the sources of bullying behav-
iors in nursing education.
LITERATURE REVIEW
Although the phenomenon of bullying is decades old, only
in recent years has it has been at the forefront of research. Bul-
lying has been commonly associated with schoolyard settings
and, more recently, places of work; however, bullying in the
health care setting appears to be a growing concern. Acts of
bullying have been referred to as horizontal violence, relational
aggression, incivility, mobbing, harassment, and interpersonal
conict. Regardless of the label, all terms encompass negative
and unwanted acts toward others.
It is well documented that horizontal and hierarchal ag-
gression exists in the health care workplace internationally
(McKenna, Poole, Smith, Coverdale, & Gale, 2003; Jackson,
Clare, & Mannix, 2002; Kuehn, 2010). It is duly noted that
nurses are at great risk of experiencing aggressive behavior by
colleagues and physicians (Rowe & Sherlock, 2005). The ris-
ing prevalence of violence and abuse in health care workplace
settings compromises quality of care and jeopardizes the self-
esteem and the self-worth of health care providers (ICN, 2008).
Although nurses are subject to aggression from patients and
their families (May & Grubbs, 2002), they are more concerned
about the aggression that occurs among their colleagues (Far-
rell, 2001).
Types and Frequencies of Bullying Behaviors
Although rates of incidence vary among studies, it is clear
that bullying in nursing education exists and that the types of
bullying behavior experienced by nursing students remain com-
parable across studies. In a qualitative study of Australian nurs-
ing students, 57% either witnessed or experienced horizontal
violence (Curtis, Bowen, & Reid, 2007). The following themes
were identied: humiliation and lack of respect, powerlessness
and becoming invisible, the hierarchical nature of horizontal
violence, coping strategies, and future employment choices.
Similarly, Stevenson, Randle, and Grayling (2006) reported
that 53% of nursing students surveyed indicated they had expe-
rienced negative interactions during their clinical placements.
Verbal abuse appears to be the most predominant form of
bullying experienced by nurses and nursing students alike. In
a survey of 156 third-year nursing students, Ferns and Meera-
beau (2008) reported that 45.1% of respondents experienced
verbal abuse. Foster, Mackie, and Barnett (2004) identied that
90% of nursing students (n = 36) reported experiencing some
form of bullying during their clinical placement. Alarmingly,
100% of nursing students (N = 187) surveyed in a study in-
vestigating the state of abuse in nursing education in Turkey
reported being yelled at or shouted at; were behaved toward in
an inappropriate, nasty, rude or hostile way; or were belittled
or humiliated. In addition, 74% had vicious rumors spread
about them and 83.1%, (n = 187) reported experiencing aca-
demic abuse (e.g., being told negative remarks about becom-
ing a nurse, assignment of responsibilities as punishment rather
than for educational purposes, punishment with poor grades, or
hostile treatment following an academic accomplishment) (Ce-
lik & Bayraktar, 2004). Supporting these results, a U.S. study
revealed that 95.6% of fourth-year nursing students surveyed
reported experiences of bullying behaviors. The most frequent-
ly reported behaviors perceived to be bullying included cursing
or swearing (41.1%); inappropriate, nasty, rude, or hostile be-
haviors (41%); and belittling or humiliating behavior (32.7%)
(McAdam Cooper, 2007).
Although Celik and Bayraktar (2004) found that third-year
and fourth-year students reported higher incidences of verbal
and academic abuse compared with rst-year and second-year
students in a New Zealand study of nursing students, the major-
ity of nursing students who were bullied were in their rst year
(27.7%) and second year (61%) (Foster et al., 2004). In a U.S.
study investigating nursing students perceptions of bullying
behaviors, nearly all categories of bullying behaviors, as identi-
ed on the research survey, were most frequently experienced
by nursing students ranging in age from 18 to 24 years, which
covered all 4 years of study. Conversely, Stevenson et al. (2006)
reported that students older than 35 years were more frequently
exposed to negative interactions.
Adverse Effects
The consequences to bullying are numerous and include
frustration, anger, fear, and emotional hurt (OConnell, Young,
Brooks, Hutchings, & Lofthouse, 2000), feelings of powerless-
ness, decreased morale and productivity, an increase in errors
(Soeld & Salmond, 2003) and symptoms associated with
posttraumatic stress disorder (Rippon, 2000). As a result of the
distressing nature of bullying, nurses have reported having to
take days off from work (McKenna et al., 2002). Randle (2001)
identied that nursing students exhibited signs of burnout, apa-
thy, passive anger, and distancing themselves from colleagues
and patients. Similarly, and across studies, nursing students
have reported both psychological and physical reactions, such
as feelings of helplessness, depression, fear, and guilt (Celik
& Bayraktar, 2004); sleeplessness; anger; anxiety; worrying;
stress; self-hatred; a decrease in condence; and an increase
in absence or sickness (Foster et al., 2004; Randle, 2001). Not
only do nurses and nursing students experience the ill effects
of bullying, but patients do too. In a survey of more than 2,000
health care providers, 7% reported they had been involved in a
medication error as a result of intimidating behavior (Institute
for Safe Medication Practices, 2004).
Retention
Threats to nurse retention have been reported in the literature.
An Australian study found that a bullying culture was to blame
for many nurses deciding to leave their organizations and some
even to leave the profession altogether (Stevens, 2002). Similarly,
studies investigating nursing students intentions to leave nursing
revealed that anywhere from 34% to nearly 70% of students who
experienced bullying behaviors considered leaving the profession
(Celik & Bayraktar, 2004; McKenna et al., 2002).
Sources of Bullying
Nursing students have reported being bullied by nurses, nurs-
ing aids, doctors, patients, faculty, and classmates. In a study
270 Copyright SLACK Incorporated
CLARKE ET AL.
involving 225 Turkish nursing students (Celik & Bayraktar,
2004), 100% of the participants reported they had experienced
verbal abuse at the hands of classmates. Celik and Bayraktar
also found that students were the primary source of academic
abuse, with nurses (68.4%) cited as the second most frequent
offenders of academic abuse, followed by nursing school fac-
ulty (63.1%), patients (55.6%), and physicians (47.6%). Simi-
larly, in a study investigating nursing students perceptions of
bullying behaviors, other nursing students (i.e., classmates or
peers) were identied as the most frequent source of 8 of the
12 bullying behaviors identied by the researcher (McAdam
Cooper, 2007). Conversely, Foster et al. (2004) reported that
nursing students identied nurses as being the largest source of
bullying (88%). Ferns and Meerabeau (2008) reported patients
(64.7%) to be the greatest perpetrators of verbal abuse against
nursing students in a U.K. study, followed by health care work-
ers (19.6%) and visitors or their relatives (15.7%). In a recent
Italian study, teachers, doctors, and supervisors accounted for
76% of the nonphysical violence reported by nursing students
(Magnavita & Heponiemi, 2011). Although there may not be
consistency regarding the perpetrator of bullying behaviors,
there appears to be no doubt that nursing students are experienc-
ing bullying behavior. To gain a clearer understanding of bully-
ing behaviors experienced by baccalaureate nursing students,
the following research questions were addressed in the current
study:
What are the types, frequencies and sources of bullying
behavior experienced by nursing students?
What are the relationships between demographic charac-
teristics and the frequency of bullying behaviors experienced by
nursing students?
Do experiences of bullying behaviors inuence nursing
students intentions to leave their nursing program?
METHOD
This descriptive, quantitative study was undertaken to ex-
amine the types, frequencies, and sources of bullying behaviors
experienced by nursing students while engaging in clinical edu-
cation as part of their undergraduate nursing education.
Instrumentation
Few tools are identied in the literature that are used to
measure bullying behaviors in the unique setting of nursing
education. The survey tool used in this study was developed
by Stevenson et al. (2006) for use in college nursing students
in the United Kingdom. It comprises 25 statements associated
with the phenomenon of bullying, on which students are asked
to indicate behavior frequency based on a Likert- type scale
ranging from never having experienced the bullying behavior
to having experienced the bullying behavior all the time. For
the purposes of this study, minimal modications were made to
improve clarity, reduce redundancy, improve conciseness, and
reduce potential ambiguity of answers. For example, the ques-
tion I was unreasonably refused applications for leave or study
days was removed, as this item was not relevant to the nursing
programs in the geographical area surveyed. The survey item I
was discriminated against on grounds of race/gender/disability
was divided into three separate questions to capture the three
types of discriminatory behaviors individually. Items were add-
ed to the questionnaire to document the types and frequency of
bullying behaviors, as well as the sources. A total bullying score
was treated as a continuous variable and was calculated by as-
signing a score of 0 to an answer of never, 1 to an answer of
sometimes, 2 to an answer of frequently, and 3 to an answer of
all the time. Any score greater than 0, for purposes of this study,
meant that the student had been bullied and was thus used as a
dichotomous variable for nonparametric analysis. Internal con-
sistency reliability analyses were computed for each subscale
(i.e., for each type of perpetrator of bullying). Each subscale
showed high internal reliability, with Cronbachs alpha coef-
cients ranging from 0.86 to 0.93. Specic Cronbachs alpha
coefcients for each source of bullying were as follows: staff
nurses (0.91), clinical instructors (0.93), classmates (0.88), phy-
sicians (0.86), patients or family members (0.87), other hospital
staff (0.87), and preceptors (0.93).
Sample
Of a possible 1,162 students enrolled in the Bachelor of Sci-
ence in Nursing program across four campuses, 674 nursing
students participated in the study, generating a 58% response
rate. The mean age of participants was 24 years (5.85) and
the majority identied themselves as Caucasian (n = 522) and
female (83%) (Table 1). Some students chose not to identify
either their gender, their current year of study, or their ethnicity;
therefore, not all individual demographic categories sum 674.
Procedure
Approval from the university and college research ethics
boards and program chairs was obtained prior to initiation of
the research project. Students were offered two methods to par-
ticipate: in class or online. Students were notied by university
or college e-mail of the approaching study to be held during
their regularly scheduled class time at the end of class or online.
A brief explanation of the research study was provided in the e-
mail, as well as prior to the administration of the questionnaire
and online. If students chose to participate during class time,
survey packages were distributed on the designated date to each
participant by the investigator. If students chose to participate
in the study online, instructions were posted on the Web site.
RESULTS
Descriptive data analysis was performed using SPSS

ver-
sion 16 software. Data were screened and cleaned for missing
data, normality, and outliers. Extreme univariate outliers across
multiple variables were removed and included outliers from the
total bullying score and composite bullying scores for sources
of bullying. Descriptive information was reported by way of
frequencies and percentages. Missing data comprised less than
5% and occurred completely at random.
Frequencies of Bullying Behaviors Experienced
Of 674 nursing students, 88.72% (n = 598) reported experi-
encing at least one act of bullying. According to year of study,
97.18% (n = 69) of fourth-year students, 94% (n = 141) of third-
Journal of Nursing Education Vol. 51, No. 5, 2012 271
BULLYING
year students, 92.4% (n = 231) of second-year students, and
77.23% (n = 156) of rst-year nursing students reported having
experienced at least one bullying behavior. Of the 112 male par-
ticipants, 84.8% (n = 95) reported having experienced at least
one bullying behavior. Of the 558 female participants, 89.2%
(n = 498) reported having experienced at least one bullying be-
havior. Of those participants ranging in age from 18 to 24 years,
89.5% (n = 427) reported having experienced at least one bul-
lying behavior. Among participants ranging in age from 25
to 34 years, 88.9% (n = 112) reported having experienced at
least one bullying behavior; of those ranging in age from 35 to
44 years, 87.5% (n = 42) reported having experienced at least
one bullying behavior; and of those participants aged 45 years
and older, 82.6% (n = 19) reported having experienced at least
one bullying behavior. There were no statistically signicant
differences in rates of reported bullying by year of study, gen-
der, or age group.
Types of Bullying Behaviors Experienced
The most frequently reported bullying behavior experi-
enced by nursing students was the undervaluing of their efforts
(60.24%). Being subjected to negative remarks about becom-
ing a nurse was reported by 45.25% (n = 305); 43.03% (n =
290) reported feeling that impossible expectations were set for
them; 42.14% (n = 284) reported being treated with hostility;
41.84% (n = 282) reported being placed under undue pressure
to produce work; 41.54% (n = 280) reported being frozen out,
ignored, or excluded; and 40.36% (n = 272) reported being
unjustly criticized. Table 2 provides a detailed account of the
types and frequencies of 26 individual bullying behaviors expe-
rienced by nursing students.
Across all years, the most reported bullying behavior was
feeling that their efforts were undervalued (rst-year students,
38.61%; second-year students, 67.2%; third-year students,
73%; fourth-year students, 69.01%). The second most frequently
reported bullying behavior among rst-year and third-year stu-
dents was the setting of impossible expectations (30.2% and
58%, respectively). All years consistently reported being told
negative remarks about becoming a nurse (rst-year students,
25.74%; second-year students, 51.6%; third-year students,
56.67%; fourth-year students, 53.52%).
Sources of Bullying Behaviors
Signicant differences were noted in overall level of bullying
behaviors by source,
2
(6, N = 598) = 45.17, p < 0.001. Clini-
cal instructors (30.22%) were identied as the greatest source
of bullying behaviors in the practice setting, followed by staff
nurses (25.49%). Closely reported were classmates and patients
and their families, accounting for 15% and 14%, respectively, of
the bullying behavior experienced by nursing students. Clinical
instructors were identied as the most frequent perpetrators of
undervaluing efforts (40.65%), placing undue pressure to pro-
duce work (35.01%), setting impossible expectations (33.68%),
intimidation with disciplinary measures (24.63%), unjustly
criticizing (24.63%), changing work expectations without no-
tice (21.36%), threatening with a poor evaluation (21.22%), re-
moving areas of responsibility without warning (9.05%), with-
holding necessary information purposefully (7.42%), and being
treated poorly on grounds of disability (1.34%).
Nursing students identied staff nurses as the most frequent
perpetrators of expressing negative remarks about becoming a
nurse (29.67%); freezing out, ignoring, or excluding (27.89%);
treating students with hostility (23%); displaying resentment
(19.14%); attempting to belittle or undermine student work
(18.5%); attempting to demoralize (11.42%); and withholding
necessary information purposefully (7.42%). Classmates were
identied as the most frequent perpetrators of making inappro-
priate jokes (15.13%), spreading rumors or making allegations
(8.16%), treating poorly on grounds of race (3.26%), and teas-
ing (22.4%). Patients and their family members were identied
as the greatest perpetrators of verbal abuse (16.77%), physical
violence threats (12.91%), treating poorly on grounds of gender
(9.20%), and physical abuse (6.68%).
TABLE 1
Participant Demographic Characteristics (N = 674)
Chararacteristic
No. of
Students
a
%
Gender
Male 112 16.6
Female 558 82.79
Intersex 0 0.00
Transgender 1 0.15
Age (y)
18-24 477 70.80
25-34 126 18.70
35-44 48 7.12
45 and older 23 3.41
Current year of study
First 202 29.97
Second 250 37.09
Third 150 22.26
Fourth 71 10.53
Ethnicity
Caucasian 522 77.45
Black/African/Caribbean 33 4.90
Latin/South American 9 1.34
East Asian/Chinese/Japanese 35 5.19
South Asian/Indian/Pakistani 26 3.86
Aboriginal/Mtis/First Nations 6 0.89
Middle Eastern 19 2.82
Biracial/Multiracial 2 0.30
Other 16 2.37
a
Some categories may not sum 674 because some students did not identify
gender, year of study, or ethnicity.
272 Copyright SLACK Incorporated
CLARKE ET AL.
Although physicians, other
staff members, and preceptors
were not the most frequently
reported source of any single
bullying behavior, physicians
and other staff were most
frequently reported to have
undervalued students efforts,
ignored students, and made
negative remarks about be-
coming a nurse. Preceptors,
who are assigned to fourth-
year nursing students only,
were noted by 27% of the
fourth-year students for un-
dervaluing students effort. An
equal proportion of fourth-
year students (21%) felt pre-
ceptors placed students under
undue pressure to produce
work and setting impossible
expectations.
Intentions to Leave the
Nursing Program
Mean total bullying scores
were higher (29.21 23.86)
for those students who had
considered leaving the nursing
program than for those stu-
dents who had not considered
leaving the nursing program
(13.11 15.05, p < 0.001).
Total bullying scores, ac-
cording to self-reported expe-
riences of individual bullying
behaviors, were recatego-
rized into bullied (any bul-
lying behavior experienced)
and not bullied (no bullying
behaviors experienced). No signicant association was seen
between being bullied or not bullied as a dichotomous variable
based on total bullying scores and intentions to leave the nurs-
ing program (Table 3). A signicant association was seen be-
tween being self-labeled as bullied or not bullied and intentions
to leave the nursing program
2
(1, N = 542) = 83.39, p < 0.001
(Table 4). Among the 88 participants who said they had con-
sidered leaving the nursing program, 76.13% (n = 67) reported
being bullied according to a self-labeling item. Among the par-
ticipants who said they had not considered leaving the nursing
program (n = 454), only 25.8% (n = 117) had reported being
bullied and 74.2% (n = 337) had reported not being bullied.
DISCUSSION
The majority of nursing students (88.72%) surveyed in
this study reported experiencing negative behaviors, other-
wise recognized as bullying behaviors in the clinical setting.
Although these results are consistent with other international
studies, where approximately 90% of nursing students reported
experiencing bullying behaviors in the clinical setting (Celik &
Bayraktar, 2004; Foster et al., 2004; McAdam Cooper, 2007),
they are much higher than a U.K. study that reported only 53%
of students had experienced one or more negative interactions
(Stevenson et al., 2006). Although caution must be taken in gen-
eralizing ndings drawn from one geographical area, the large
sample size and congruence with other research ndings sup-
ports the credibility of the current ndings.
Despite the fact that reporting of bullying behaviors did
not differ signicantly by year of study, fourth-year students
tended, on average, to report the greatest amount of bullying
behaviors, followed by third-year, second-year, and rst-year
students. This stands to reason, as fourth-year students have
accrued the greatest amount of clinical experience overall and
rst-year students have spent only one semester in the clinical
setting. However, what is alarming is that despite their minimal
TABLE 2
Individual Bullying Behaviors Experienced by Nursing Students (N = 674)
Bullying Behavior No. %
I had threats of physical violence made against me. 106 15.73
I was intimidated with disciplinary measures. 216 32.05
I was threatened with a poor evaluation. 160 23.74
I felt that impossible expectations were set for me. 290 43.03
Inappropriate jokes were made about me. 176 26.11
Malicious rumors or allegations were spread about or against me. 83 12.31
I was unjustly criticized. 272 40.36
Necessary information was withheld from me purposefully. 102 15.13
Attempts were made to belittle or undermine my work. 239 35.46
I was treated poorly on grounds of race. 41 6.08
I was treated poorly on grounds of disability. 14 2.08
I was treated poorly on grounds of gender. 105 15.58
Expectations of my work were changed without me being told. 183 27.15
Areas of responsibility were removed from me without warning. 95 14.09
I was placed under undue pressure to produce work. 282 41.84
I was physically abused. 52 7.72
I was verbally abused. 221 32.79
I was treated with hostility. 284 42.14
Attempts were made to demoralize me. 139 20.62
I was teased. 225 33.38
I felt my eforts were undervalued. 406 60.24
I was humiliated in front of others. 234 34.72
I experienced resentment toward me. 242 35.91
I experienced destructive criticism. 241 35.76
I was frozen out, ignored, or excluded. 280 41.54
I was told negative remarks about becoming a nurse. 305 45.25
Journal of Nursing Education Vol. 51, No. 5, 2012 273
BULLYING
exposure to the clinical setting, 77% of these rst-year nursing
students have already reported experiences of bullying behav-
iors.
Fifty-two (7.7%) nursing students reported having been
physically abused, and 87 students (12.91%) reported hav-
ing been threatened with physical harm. Although the physi-
cal abuse of 52 (7.7%) nursing students is of concern, it is less
than that reported in a 2005 Canadian study, in which 34% of
nurses reported being physically abused by a patient (Shields
& Wilkins, 2009). Nurses experiences with bullying in the
clinical setting has not changed much in the past 17 years. In
a 1995 report, Boyd revealed that 60% of nurses experienced
six or more assaults during a 5-year period, and 25% reported
having experienced more than 100 or more assaults during the
same 5-year period. Of the 52 students in the current study who
reported experiencing physical abuse, 45 students experienced
physical abuse at the hands of patients or their families. In a
study examining violence in the emergency department, pa-
tients or their families accounted for 92% of the violence expe-
rienced by nurses (Lyneham, 2000).
Similarly, a study of nursing students in the United Kingdom
(Stevenson et al., 2006), using a comparable questionnaire, re-
vealed four common threads when comparing those behaviors
most frequently reported from the current study and the U.K.
study. Being frozen out or ignored, receiving negative criticism,
being humiliated, and feeling undervalued were commonly re-
ported as most frequently experienced behaviors between the
two studies. Surprisingly, the current study reported that nurs-
ing students experienced more than six times the amount of
threats of physical violence as did students in the U.K. study.
Bullying behaviors were further explored according to year
of study. The most frequently reported behaviors across all
years of study were being treated with hostility, feeling efforts
were undervalued, and being told negative remarks about be-
coming a nurse. Particularly
distressing is the fact that
nursing students from year
one to year four are frequently
being subjected to harmful
comments about the nurs-
ing profession. This, coupled
with feeling undervalued and
being treated with hostility
throughout the duration of
the nursing program, could
make for a stressful learning
environment.
Although both clinical
instructors and staff nurses
were identied as the greatest
source of bullying behaviors,
clinical instructors specically
displayed bullying behaviors
that support an authorita-
tive and evaluative position.
These results support Balti-
mores (2006) proposal that
the root of bullying behavior
in the nursing workplace is bred in the academic setting, where
some nurse educators often sit in critical judgment of students,
thereby satisfying a need for superiority. One nursing student in
the current study commented that:
Our clinical professor treated our group very unprofession-
ally. She would give us destructive criticism in an angry way
in front of other nursing staff, patients and families. She would
make fun of physical disabilities of a fellow student. She would
call us names and demoralize us constantly.
It is well known that nurses are frustrated with their work
environment, due in part to shortages of staff, increased work-
loads, the critical nature of their patients, and advances in tech-
nology (Lambert & Lambert, 2008). Based on the results of
the current study, the addition of students to an existing stress-
ful work environment may contribute to greater stress in the
workplace and therefore compromise the clinical experience
of nursing students. Students also reported being treated with
hostility and resentment and being ignored and demoralized
by staff nurses, suggesting an unwelcome clinical experience
for nursing students. This feeling was reected in the following
comment made by a nursing student:
In general staff nurses have no respect for nursing students,
which makes it really hard in the clinical experience. They are
extremely intimidating which at times turns me away from
wanting to go to the clinical experience.
Patients and their families were identied as the greatest
source of the more aggressive bullying behaviors, including
verbal abuse, physical threats, and actual physical abuse. This
nding is consistent with studies on violence in health care set-
tings, where patients have been identied as the number one
offender of both verbal and physical abuse (Duncan et al., 2001;
Findorff, McGovern, Wall, Serverich, & Alexander, 2004; Ger-
berich et al., 2004; Hesketh et al., 2003; May & Grubbs, 2002).
Although not entirely excusable, it stands to reason that patients,
TABLE 3
Prevalence of Nursing Students Considering Leaving the Nursing Program and Experiences
of Bullying Behaviors Based on Total Bullying Scores
Experiences of
Bullying
No Experiences
of Bullying
2
p
Considered leaving the nursing program 83 5 3.27 0.071
Did not consider leaving the nursing
program
398 56
TABLE 4
Prevalence of Nursing Students Considering Leaving the Nursing Program Based on a
Single Self-Labeling Bullying Item
Self-Labeled
Bullied
Self-Labeled
Not Bullied
2
p
Considered leaving the nursing program 67 21 83.39 < 0.001
Did not consider leaving the nursing
program
117 337
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CLARKE ET AL.
in particular, may become aggressive dependent upon their di-
agnosis and medical circumstances. One student in the current
study commented that patients with dementia were sometimes
abusive. Family members have also been known to become
aggressive when facing highly stressful situations in which the
well-being of their loved ones is threatened. According to May
and Grubbs (2002), nurses overlook assaults by patients who
have a cognitive impairment or who are in drug withdrawal,
causing nurses to endure what is known as a masked type of
workplace violence that goes unnoticed by management, but
may carry with it devastating effects on the health care provid-
er (Danesh, Malvey, & Fottler, 2008). Physicians, other staff
members, and preceptors were not identied as the most com-
mon source of any single bullying behavior, although they did
contribute to the bullying of nursing students.
The results also demonstrate that students who experienced
more bullying behaviors were more inclined to consider leav-
ing the nursing program. In an article recounting the effects of
bullying on retention, Sweet (2005) described how many nurses
who have been bullied felt as though their only recourse was to
leave. Although the reports of nursing students who considered
leaving the nursing program in the current study are alarming
(13.06%), they are far less than those cited in the study by Celik
and Bayraktar (2004). In that study, 57.7% of nursing students
had considered leaving the program as a result of verbal abuse,
and 69.5% had considered leaving the nursing program because
of academic abuse. It is well noted that recruitment and reten-
tion in nursing is a serious issue, placing an additional strain on
an existing shortage of nurses (Registered Nurses Association
of Ontario, 2009). Setting aside the ethical implications sur-
rounding the experiences of bullying behaviors, for purposes
of recruitment alone, nurse educators must consider strategies
to diminish experiences of bullying behavior as an approach to
alleviating the string of a current and future nursing shortage.
If bullying behaviors persist in nursing education, the nursing
workforce is in jeopardy of losing precious resources.
The data suggest that perceptions of having been bullied
have a greater inuence on intentions to leave the nursing pro-
gram than do actual experiences of bullying behaviors. Lazarus
and Folkman (1984) described a long-standing belief supported
by several psychological theorists and researchers that the per-
ception or interpretation of objects is signicant in the forma-
tion of the subjective meaning of a situation.
RECOMMENDATIONS
Bullying is a multifaceted phenomenon that must be ad-
dressed at the interpersonal, organizational, and societal levels.
Although behaviors of clinical instructors and staff nurses were
perceived by students as bullying, anecdotally clinical instruc-
tors and staff nurses often identify their own interactions with
students as constructive criticism. These results demonstrate
the need to further explore the unique relationship between clin-
ical instructors, staff nurses, and nursing students.
Faculties of nursing must ensure that clinical instructors
are equipped with the knowledge and skills to effectively in-
teract with students in the clinical setting. Clinical instructors
are typically experts in their clinical eld and therefore may
not be familiar with theories of teaching and learning in higher
education and, more specically, in the clinical setting. Clinical
instructors must be able to provide helpful and ongoing feed-
back, evaluate student performance for purposes of building on
and strengthening nursing knowledge and skill, and support and
recognize students efforts. Resources for effective communica-
tion and feedback and teaching and evaluation strategies may be
useful for clinical instructors and should be encouraged within
nursing faculties as a strategy for minimizing bullying. It is of
utmost importance to examine the orientation and preparation
of clinical instructors in assuming their role as educators in the
clinical setting, prior to placing them in a position of authority
and inuence.
Institutions of higher learning have a responsibility for de-
ning bullying and implementing policies and procedures that
address this issue. Nurse educators are in a position to enforce
a zero tolerance for bullying, whether it is at the hands of clini-
cal instructors, staff nurses, patients, physicians, or classmates.
Nurse educators have the ability to inuence the content of
nursing curriculum to include discussions about bullying and
provide students with strategies for coping with negative ex-
periences. Students must be aware of procedures for reporting
experiences of bullying and be able to do so in a nonthreatening
environment, where condentiality is protected and support is
provided for students experiencing distress as a result. Health
care organizations have a responsibility in extending their non-
violent policies and procedures to include nursing students and
making staff and visitors aware of this inclusion. Approaches
to zero tolerance in health care settings and reporting policies
must be communicated to nursing students during orientation
to the hospital setting to promote the safety and well-being of
nursing students.
Registered nurses have a moral, ethical, and legal obliga-
tion to support initiatives that foster the effective mentoring of
students as they pursue clinical nursing education. Staff nurses
have the opportunity to set exemplary models of behavior and
practice and mentor novice nurses. They have an opportunity
in the clinical setting to teach, inspire, encourage, and assist
in the socialization of nursing students into their professional
roles. Not only must staff nurses be held accountable in uphold-
ing their individual institutions policies surrounding workplace
violence, but they must be held equally ethically accountable
to a profession that prides itself on the caring and nurturing of
human beings.
The development of a psychometric and standardized tool
that measures bullying in nursing education is essential. A uni-
ed denition of bullying in the literature is nonexistent and
therefore creates a challenge in measuring the phenomenon.
Future research is required to establish what nursing students
conceptualize as bullying behaviors and therefore constitutes
bullying in the eye of nursing students.
CONCLUSION
It is not without great challenge that the nursing profession
is faced with addressing the phenomenon of bullying, not only
in the health care workplace but also in nursing education. The
danger, to say the least, is to turn a blind eye, as Randle (2003)
Journal of Nursing Education Vol. 51, No. 5, 2012 275
BULLYING
has established that although students initially nd bullying be-
haviors disturbing, they eventually come to recognize them as
part of becoming a nurse and, consequently, a perpetual cycle
of bullying is ripe for ongoing damage. The nursing profession
must nd a way to strive for a delicate balance between de-
manding excellence from nursing students because of the criti-
cal nature of their educational focus and doing so in a support-
ive, nonthreatening manner that supports the healthy growth
and development of the future nursing force.
With caring as the central core of nursing, we, as nurses,
choose to care about our patients, but not one another, and
least of all those who aspire to become a part of this caring
profession. It is within the nursing professions capacity to
take a public stand against the abuse of nursing students at the
interpersonal, organizational, and societal levels. The nursing
profession must regain strength and adopt strategies that assist
in creating an improved nursing environment. After the cycle
of bullying ceases, students will be afforded the opportunity to
learn and develop in a supportive environmentone that fos-
ters a culture of acceptance, patience, and understanding, rather
than a culture that ultimately perpetuates the socialization of
negative practices.
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