Examining 'sticky' storytelling and moral claims as the essence of workplace bullying.

BACKGROUND: Fisher (1985) argued that "there is no genre…that is not an episode in the story of life" (p. 347). As they incorporate moral claims, stories become 'sticky,' even when they are not accurate of fact, shifting listener beliefs, values, and sense of self. PURPOSE: This study examined 'sticky' storytelling and moral claims inherent in workplace bullying. METHOD: Critical hermeneutic method nested within an integrative review served as the research approach, extending findings reported in published research reports and gray literature. FINDINGS: Through polished use of rhetorical style and resource control strategies within tacitly or explicitly supportive workplace contexts, bullies construct convincing but morally disengaged narratives-sticky stories-that violate ethical principles and yield moral ambiguity for their victims as they impede workplace productivity. DISCUSSION: Largely ineffective, policies aimed to stem bullying have done little to date to mitigate bullying's impact. Recognizing the moral storytelling characterizing workplace bullying might strengthen policy for constraining workplace bullying.

The incongruity of workplace bullying victimization and inclusive excellence.

PURPOSE: Bullying occurs frequently-and with significant negative outcomes-in workplace settings. Once established, bullying endures in the workplace, requiring the interaction of a bully perpetrator and an intended target who takes on the role of victim. Not every target becomes a victim, however. The purpose of this study is to investigate the processes by which targets, intended objects of bullies' affronts, become victims, those individuals who experience ongoing emotional injury in response to bullies' affronts, and to clarify how bullying victimization impedes inclusive excellence in the workplace. DESIGN: The design for this study was pragmatic utility, an inductive research approach grounded in assumptions of hermeneutics. METHODS: The pragmatic utility process involved the investigators' synthesis of descriptions from a broad, interdisciplinary published literature. Integrating knowledge from their previous research and practice experiences with the pragmatic utility process, they derived qualitative features of victims' experiences, differentiating target from victim in bullying encounters. FINDINGS: For those targets who ultimately are victimized, response to bullies' affronts extends far beyond the immediate present. Redolence of personal, lived experience revives bygone vulnerabilities, and naïve communication and relationship expectations reinforce a long-standing, impoverished sense. That sense couples with workplace dynamics to augment a context of exclusion. CONCLUSION: Findings suggest that, as Heidegger contended, we are our histories. Personal history demonstrates a significance influence on the manifestation of bullying victimization, acting to distance them from their workplace peers and to impede inclusive excellence.

Unacknowledged threats proffered "in a manner of speaking": recognizing workplace bullying as shaming.

PURPOSE: The purpose of this study was to examine workplace bullying victims' perceptions of what they heard their bully counterparts say through their use of prosody. DESIGN: From a sampling frame of 89 manuscripts referenced in the authors' previous studies, we identified a subset (n = 10) that included quotes regarding bullying victims' perceptions of communication experiences with their bully perpetrators. METHODS: We used hermeneutics and a recursive metasynthesis to interpret quotes embedded in the manuscripts chosen for this study. FINDINGS: Two-thirds of language is expressed nonverbally through prosody or "manner of speaking"-rhythm, stress, intonation, and vocabulary choice. We found that as bullies communicated with their intended victims over time, they used prosody across subtle, linked communications, or boldly and openly in public venues, to establish a context-embedded, one-way communication process of "doublespeak." CONCLUSIONS: Bullies' confusing prosodic communication processes served to recontexualize victims' situations and, through mechanisms largely unacknowledged by the victims, to subtly demean their personhood, and to shame them and render them voiceless. CLINICAL RELEVANCE: This study directs formal attention to the language of workplace bullying. Further study might strengthen opportunities to effectively address and curtail the long-term personal, professional, and organizational injuries deriving from workplace bullying.

An overview of the DSM-5: changes, controversy, and implications for psychiatric nursing.

Scheduled for publication in May 2013, the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5), will guide clinical diagnoses, treatment plans, medication choices and protocols, insurance reimbursements, and research agendas throughout the United States. It will also serve as a reference manual for clinicians around the world. This primary diagnostic source used by psychiatric and mental health providers is undergoing significant change in organization and content relative to the previous edition. This article provides a general overview of what to expect in the DSM-5, highlighting major aspects of the revision. Included is a list of the proposed diagnostic categories and an overview of some of the debate and discussion accompanying the changes. Implications for psychiatric nurses and psychiatric nursing are presented.

Psychological type and explanatory style of nursing students and clinical faculty.

Health care providers' collaboration and effective teamwork are essential to patient safety and quality care. Part of an ongoing project, this study focused on nursing faculty-student communication characteristics, specifically examining psychological type (Myers-Briggs Type Indicator) and explanatory style (Attributional Style Questionnaire) of participating first-year baccalaureate nursing students (n = 286) and clinical nursing faculty (n = 59) from both 2-year and 4-year nursing programs. Modal student psychological type was ESFJ, and modal faculty psychological type was ISTJ. The two groups demonstrated significant differences in information processing styles and in making decisions and judgments. Students demonstrated slightly more optimistic outlooks than did faculty. Psychological type and level of optimism did not appear to correlate. Data from this study provide an initial framework on which to base research to examine quality of teamwork among health care providers and, consequently, the quality of patient care.

Nurse Author: Who Me? Yes, You!

BACKGROUND AND PURPOSE: Potential nurse authors may find writing a challenge, including managing the publication process from getting started through submission to revision of the work and its acceptance. This special article presents strategies to help inexperienced writers develop and hone skills for journal publication. POTENTIAL PUBLICATION STRATEGIES: Tips discussed here that may lead to manuscript acceptance include selecting a topic of interest, using motivational self-talk approaches and structuring time to write, choosing coauthors, targeting a journal for submission, writing strong sentences in active voice, developing a structured abstract, using correct citation and reference formats, understanding reviews and resubmitting the manuscript, and keeping momentum to produce continued writing results. Practical writing hints are also suggested for inexperienced writers. RELEVANCE AND CONCLUSION: These strategies can help guide nurse writers in planning, navigating the system, and finding success as a published author.

First-year nursing students' accounts of reasons for student depression.

This study used content analysis and hermeneutics to examine 53 first-year nursing students' surmised reasons for their own or their peers' experiences of feeling down or depressed. Study data were confidential e-mail responses (n = 53) to the question, "If you or another student you know has been feeling down or depressed, can you describe a reason?" Content analysis reflected respondents' sense of their own relatedness to the experience; a general sense of awareness of the occurrence of feeling down or depressed among students; suggested reasons, from general to specific, for those experiences among students; and sense of ownership, from self to others to individuals unspecified, as they described the experience of feeling down or depressed among first-year college students. Hermeneutic analysis revealed seven themes characterizing student experiences of feeling down or depressed. The authors address the context of depression frequently associated with college student life.

Toward a qualified yes: personal characteristics of postbaccalaureate nursing students and implementation of the clinical nurse leader role.

Anecdotal and research data suggest that psychological type and explanatory style influence individuals' day-to-day functioning. The assessment of these characteristics among postbaccalaureate students will support faculty in planning for students' educational programs and guide them as they provide support for the expansive role functions of, among others, the graduates of the newly proposed clinical nurse leader program. This article is a report of one study included in a longitudinal project examining the influence of psychological type and explanatory style on students' academic success. The questions addressed in this article are as follows: "How do psychological type and explanatory style differ between entering baccalaureate students and entering postbaccalaureate students?" and "How do experiences of depression and fatigue differ between these two groups of novice nursing students?" Findings suggest that postbaccalaureate students, although similar in psychological type to baccalaureate students, are significantly less depressed, less fatigued, and less positive in explanatory style than traditional baccalaureate students, indicating a potential need for support in addressing the demands of the roles that they will encounter as nurses.

Relationship as an inherent component in healthy women's fatigue.

The notion of fatigue has remained ambiguous despite more than 100 years of study. Fatigue is recognized as subjective in nature, and it is studied and clinically managed as primarily intrapersonal in scope, with treatment approaches often based in an established, if unfounded, hierarchy of assumptions. When a physiologic cause for fatigue is not identifiable, fatigue complaints often are considered illegitimate. This article builds on data from the literature and from the author's previous work in women's fatigue and relatedness to suggest that interpersonal relationships may serve to exacerbate healthy women's fatigue experiences. The importance of relationship to women's life experience and the inherently relational character of women's fatigue are discussed. The author proposes the importance of including interpersonal experiences as a component of the definition of fatigue for healthy women.

Poststructuralist musings on the mind/body question in health care.

Consideration of mind/body phenomena in health care has been grounded in the constraints of overt and covert paradigmatic assumptions and the mechanisms of power/knowledge that poststructuralists pose as characteristic of empiricism. This article examines the development and conceptualization of mind/body phenomena within the context of evidence considered fitting in health care, that is, within the disciplinary matrix of empiricism. Discussion focuses particularly on inference, probability, and cause and effect, significant components of empiricism, as they have influenced the direction of the mind/body debate in health care during the 20th and early 21st centuries. A focus on disciplinary structure and rules of force subtly grounding empiricism may be the best we have for grasping the place of a phenomenon like mind/body within nursing and the health care disciplines, if such grasping is warranted at all.

Status limbo: analysis of nurse faculty member reports of administrator response to workplace bullying complaints.

Increasing concern about bullying among adults in workplaces is notable internationally. Unlike blatant physical bullying, workplace bullying often involves bullies' dismissive, demeaning, and typically surreptitious, one-on-one communications with their intended victims. These communications challenge recognition when they are examined beyond the interpersonal margins of the bully-victim dyad. Thus, they tend to elude formal, administrative reproach, despite the negative, long-term outcomes they herald for workplace employees--those immediately involved as victims and those who are bystanders--and for employing organizations and the consumers they serve. This article offers a hermeneutic analysis of workplace bullying victims' narrative reports of administrator responses to their complaints of having been bullied at work. Analysis demonstrated respondent perceptions of the variability and unevenness of administrative responses to their reports and, more broadly, respondents' collective sense of administrative abandonment. That sense is characterized in this report as status limbo, a term employed by Facebook users to represent a state of perceived neglect and oblivion.

Speaking of workplace bullying.

Despite the increasing frequency of its reported incidence, especially in health care practice and education settings, workplace bullying seems to defy victims' clear understanding of its effects on them personally and to challenge their ability to provide cogent explanations about those effects to others. Especially, when it is subtle, as is the case in much of workplace bullying, the experience is emotionally confusing to its victims, and its inherent behaviors often seem absurd to those who have not lived through them firsthand. Moreover, the outwardly innocuous behaviors of subtle workplace bullying can yield long-term disorder for victims' coworkers and for employing organizations. Aptly capturing the mechanism of operation of workplace bullying, the concept of catastrophization may provide language to support understanding of victims' personal experiences of subtle workplace bullying and support administrators in recognizing bullying's paradoxical and long-term effects.

Strategies for successful management and oversight of nurse faculty workforce initiatives: lessons from the field.

A looming shortage of nursing faculty is a major contributor to the growing national and international nursing workforce shortage. The American Association of Colleges of Nursing (AACN, 2006, October) highlighted strategies in use nationally to address the shortage of nursing faculty in a recently posted Web site. Summarized on that site are responses from state-level nursing program administrators to a questionnaire generated by the AACN Government Affairs Committee. The questionnaire addressed the state-level management of nursing faculty/workforce initiatives including loan repayment options, scholarship rebates, in-state tuition benefits for out-of-state students, stipends, housing loans, and tax credits, intended to support nurse faculty recruitment and retention. Hermeneutic analysis of state-level descriptions suggested a set of strategies broadly representing ways to optimize success in managing faculty recruitment and retention. Specifically, the strategies were (a) interorganizational collaboration, (b) recognizing and leveraging local networks, (c) aligning stakeholder priorities, (d) sidestepping barriers, (e) thinking big, and (f) refusing to give up. This report describes the characteristics of these thematic strategies.

Acknowledging unexplained fatigue of tired women.

PURPOSE: To investigate indicators of fatigue, including depression, sense of powerlessness, and body aches, and to examine differences between symptomatic and asymptomatic women. DESIGN: Descriptive, comparative analysis. METHODS: Investigators evaluated fatigue, depression, sense of powerlessness, and body aches for two groups of women in a small, rural community. Participants in one group (n = 20) reported subjective experiences of fatigue and the other group (n = 20) did not. No participant had a recognizable disease or physiologic alteration that would account for her fatigue. Symptoms in groups were compared using t tests with Bonferroni adjustment. RESULTS: Although the asymptomatic group members were younger, the groups did not differ in ethnicity, mean weight, number of medications taken, or normality of laboratory values. Women who reported feeling fatigued also had significantly higher scores on the depression and fatigue subscales of the fatigue instrument and significantly lower scores on the power instrument. For participants reporting fatigue, fatigue correlated with depression and depression negatively correlated with sense of power. Data did not indicate how fatigue and depression, or depression and sense of power, are interrelated. CONCLUSIONS: Findings provide support for the importance of acknowledging fatigued women's often readily dismissed complaints not only of fatigue, but of depression and sense of powerlessness, and for conducting further research regarding these complaints in women with no objective indicators of fatigue.