When defining these actions, the JC identified verbal outbursts, condescending language or voice intonation, reluctance or refusal to answer another nurse’s question, and uncooperative attitudes among a healthcare team. Hutchinson, Wilkes, Vickers, & Jackson (2008) defined bullying behaviors as a personal attack, with erosion of professional competence and reputation. McNamara (2012) further differentiated between verbal abuse (public criticism, insults or undermining, spreading rumors or backstabbing) and non-verbal abuse (raising eyebrows, rolling eyes, and turning away or excluding someone during a conversation). In the wake of these negative activities, Laschinger et.al (2010) reported that the victim may be ...
... middle of paper ...
...e next wave of new nurses.
An essential step in breaking the cycle of violence is providing education to newly graduated nurses on recognition and response to bullying behaviors. Griffin (2004) reported that "the goal of the educational process of teaching about lateral violence is to liberate the oppressed individuals by helping them to see that stopping the dominant group or individual from oppressing them is within their capabilities" (p. 258) and utilized an educational program to teach newly graduated nurses cognitive rehearsal techniques as a shield against bullying; the nurses learned appropriate responses to the ten most common forms of lateral violence. In 2014, Griffin & Clark identified rehearsing and practicing methods to deal with bullying an evidence-based strategy that nurses can use to address specific disruptive behaviors as they occur.
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