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Original Article
- A Grounded Theory Approach on Nurses’ Experience with Workplace Bullying
- Jiyeon Kang1, Seonyoung Yun2
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Journal of Korean Academy of Nursing 2016;46(2):226-237.
DOI: https://doi.org/10.4040/jkan.2016.46.2.226
Published online: April 17, 2016
1Department of Nursing, Dong-A University, Busan
2Department of Nursing, Youngsan University, Yangsan, Korea
1Department of Nursing, Dong-A University, Busan
2Department of Nursing, Youngsan University, Yangsan, Korea
- Address reprint requests to : Yun, Seonyoung, Department of Nursing, Youngsan University, 288 Junam-ro (Junam-dong), Yangsan 50510, Korea, Tel: +82-55-380-9311 Fax: +82-55-380-9305 E-mail: syyun@ysu.ac.kr
• Received: July 20, 2015 • Revised: August 6, 2015 • Accepted: November 27, 2015
Copyright © 2016 Korean Society of Nursing Science
This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.
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Abstract
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Purpose:
- The purpose of this qualitative study was to explore the workplace bullying experience of Korean nurses.
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Methods:
- Participants were twenty current or former hospital nurses who had experienced workplace bullying. Data were collected through focus group and individual in-depth interviews from February to May, 2015. Theoretical sampling method was applied to the point of theoretical saturation. Transcribed interview contents were analyzed using Corbin and Strauss’s grounded theory method.
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Results:
- A total of 110 concepts, 48 sub-categories, and 17 categories were identified through the open coding process. As a result of axial coding based on the paradigm model, the central phenomenon of nurses’ workplace bullying experience was revealed as ‘teaching that has become bullying’, and the core category was extracted as ‘surviving in love-hate teaching’ consisting of a four-step process: confronting reality, trial and error, relationship formation, and settlement. The relationship formation was considered to be the key phase to proceed to the positive settlement phase, and the participants utilized various strategies such as having an open mind, developing human relationships, understanding each other in this phase.
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Conclusion:
- The in-depth understanding of the workplace bullying experience has highlighted the importance of effective communication for cultivating desirable human relationships between nurses.
Table 1.Relationships among Categories in the Paradigm Model
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Figure 1. Coping process of workplace bullying in nursing.
Figure 1.
A Grounded Theory Approach on Nurses’ Experience with Workplace Bullying
Relationships among Categories in the Paradigm Model
| Subcategories | Categories | Paradigm element |
|---|---|---|
| Repeated error and mistakes | Lower job performance than expected | Causal condition |
| Noncompliance with basic rules | ||
| Too high expectations | ||
| Emotional words | Misaligned communication | |
| Hidden intentions of scolding | ||
| Attitude that is difficult to understand | ||
| Strict teaching to reduce mistakes | Teaching that has become bullying | Central phenomenon |
| A profound abyss of bullying | ||
| Stigmatization of lower qualified nurses | ||
| Driving negative opinion | ||
| Heavy workload | Unique characteristics of nursing practice | Contextual condition |
| Gap between theory and practice | ||
| Non-systematic education | ||
| Ambiguous boundaries of work | ||
| Hierarchical and rigid atmosphere | Nursing organizational culture | |
| Normalization of bullying in the unit | ||
| Faction formation | ||
| Immature interpersonal relationship | Individual disposition | |
| Passive demeanor | ||
| No nursing trait | ||
| A twofold shield | Shield of senior | Intervening condition |
| A precarious protection | ||
| Crying on coworker’s shoulder | Peer support | |
| Arbitration of head nurse | Effort of nursing department | |
| Organizational intervention | ||
| Understanding real nursing world | Confronting reality | Action/interactional strategies |
| Regretting | ||
| Self-blaming | ||
| Enduring | Trial and error | |
| Rationalizing | ||
| Searching for solutions | ||
| Resisting | ||
| Opening the mind | Relationship formation | |
| Making human relationships | ||
| Understanding each other | ||
| Suffering of the body and mind | Physical and psychological effects | Consequences |
| Lowered self-esteem | ||
| Psychological withdrawal | ||
| Non-healing scars | ||
| Reluctant attendance | Giving up | |
| Intention to leave | ||
| Resignation | ||
| Being worth one’s salt | Settlement | |
| Not a target anymore | ||
| Becoming to a perpetrator | The yoke of passing down | |
| Desperation for unchanged reality | ||
| A slight change of deep-rooted perception | Expectations for improvement | |
| Teaching differently |
Table 1. Relationships among Categories in the Paradigm Model
