2.50
Hdl Handle:
http://hdl.handle.net/10755/162329
Category:
Abstract
Type:
Presentation
Title:
Opening a Dialogue: Disrupting the Cycle of Violence in Nursing Education
Author(s):
Bradley, Pat; McGregor, Alexandra
Author Details:
Pat Bradley, MEd, PhD, RN, Assistant Professor, York University School of Nursing, Toronto, Ontario, Canada, email: bradleyp@yorku.ca; Alexandra McGregor
Abstract:
CASN Nursing Academic Leadership Conference: Violence in health sector workplaces is known to be on the rise (MacIntosh, 2005) while nursing students' experiences with abuse have remained relatively invisible in the literature. Drawing upon the literature and nursing students' reported lived experiences, this paper challenges the notion that uncivil or abusive behaviours in academic and clinical settings are simply just part of learning the profession. The primary intent of this paper is threefold: 1) to open an authentic dialogue on the nature, prevalence, and consequences of nursing student abuse and to explore the contributions nursing faculty may make to escalating cycles of incivility; 2) to challenge acceptance of the normalization of abuse within the nursing profession; and 3) to advance action-oriented strategies which acknowledge and address abusive educational practices which undermine teaching-learning environments, create unhealthy workplaces, and cause some nursing students to consider leaving the nursing profession. During this interactive presentation, a dialogue exploring innovative strategies to begin healing our learning-working environments through connected student-teacher relationships will be facilitated. By managing abuse constructively at individual, curricular, and institutional levels, nurse educators will be positioned to play a significant role in reducing nursing student abuse thereby promoting healthier work environments in clinical and academic settings.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2008
Conference Name:
CASN Nursing Academic Leadership Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Toronto, Ontario, Canada
Description:
Conference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleOpening a Dialogue: Disrupting the Cycle of Violence in Nursing Educationen_GB
dc.contributor.authorBradley, Paten_US
dc.contributor.authorMcGregor, Alexandraen_US
dc.author.detailsPat Bradley, MEd, PhD, RN, Assistant Professor, York University School of Nursing, Toronto, Ontario, Canada, email: bradleyp@yorku.ca; Alexandra McGregoren_US
dc.identifier.urihttp://hdl.handle.net/10755/162329-
dc.description.abstractCASN Nursing Academic Leadership Conference: Violence in health sector workplaces is known to be on the rise (MacIntosh, 2005) while nursing students' experiences with abuse have remained relatively invisible in the literature. Drawing upon the literature and nursing students' reported lived experiences, this paper challenges the notion that uncivil or abusive behaviours in academic and clinical settings are simply just part of learning the profession. The primary intent of this paper is threefold: 1) to open an authentic dialogue on the nature, prevalence, and consequences of nursing student abuse and to explore the contributions nursing faculty may make to escalating cycles of incivility; 2) to challenge acceptance of the normalization of abuse within the nursing profession; and 3) to advance action-oriented strategies which acknowledge and address abusive educational practices which undermine teaching-learning environments, create unhealthy workplaces, and cause some nursing students to consider leaving the nursing profession. During this interactive presentation, a dialogue exploring innovative strategies to begin healing our learning-working environments through connected student-teacher relationships will be facilitated. By managing abuse constructively at individual, curricular, and institutional levels, nurse educators will be positioned to play a significant role in reducing nursing student abuse thereby promoting healthier work environments in clinical and academic settings.en_GB
dc.date.available2011-10-27T10:01:06Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:01:06Z-
dc.conference.date2008-
dc.conference.nameCASN Nursing Academic Leadership Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationToronto, Ontario, Canadaen_US
dc.descriptionConference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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