References - Nursing 2015



Annotated Bibliography

Horizontal Violence in American Healthcare

Baltimore, J. J. (2006) Nurse collegiality: fact or fiction. Nursing Management, May 2006.

Contains analysis of the environment in which nurses are educated, intergenerational conflict in healthcare, and some practical solutions each nurse can adopt.

Bartholomew, K. (2006). Chapter One: What is horizontal hostility? Ending nurse-to-nurse hostility: Why nurses eat their young and each other. HCPro, Inc.

Chapter One includes definition as the title implies, but also stories from healthcare workers. In addition are sections on the prevalence of the problem both internationally and nationally and the far-reaching impact on individuals and organizations.

Bigony, L., Lipke, T.G., Lundberg, A., McGraw, C.A., Pagac, G. L., & Rogers, A. (2009). Lateral violence in the perioperative setting. AORN Journal, 89, 4, 688-696. May be accessed online at .

Six authors from various states collaborated to create this thorough lesson on lateral violence which offers continuing education units. In this useful review of the literature, Bigony, et al., put the onus for change in this behavior on nurses themselves. Especially useful are the sections on the role of empowerment and proven methods to address lateral violence, e.g., short presentations during staff meetings with self-awareness exercises being rated most helpful.

Center for American Nurses. (2008). Lateral violence and bullying in the workplace. Position Statement. .

Craig, C. & Kupperschmidt, B. (2008). Horizontal hostility: another look. The Oklahoma Nurse—June, July, August 2008, 22-23.

Succinct overview with good details of frequency and suggestions for change by Kupperschmidt, who in 1994 adapted Augsberger’s Model of Carefronting communication techniques to nursing practice. This article cites Lutgen-Sandvik (2007) outlining four distinct features of workplace bullying and Farrell (1999) in which 30% reported experiencing aggression on a daily or near daily basis. The outline costs and strategies to address, and they ask the important question “How do we change behavior when no one is watching?” To answer that, they look to Longo & Sherman (2007) who present a seven step model, to Griffin (2004) with cognitive rehearsal as a shield, and to Manion & Bartholomew (2004) who propose community building according to M. Scott Peck’s definition of true community.

Farrell, G.A. (2001). From tall poppies to squashed weeds: why don't nurses pull together more? Journal of Advanced Nursing Jul 2001, 35, 1, 26-33.

This article is the international exception in an otherwise US-focused bibliography. Farrell has been a voice for greater collaboration in healthcare for decades. This article offers a full outline of three level of explanation for conflicts in nursing, beginning with macro-, systems level and moving to analysis of interpersonal disputes. In the discussion of the interpersonal, Farrell points to task-focused nursing with its “task/time imperative” as a contributing factor to this intragroup conflict.

Felblinger, Dianne. Bullying, incivility, and disruptive behaviors in the healthcare setting:

identification, impact, and intervention. Frontiers of Health Services Management, 25,4, 13-23.

A full exploration of the connection between lateral violence among the healthcare providers and patient safety, employee engagement, and strategies to return civility to the healthcare workplace.

Griffin, M. (2004). Teaching cognitive rehearsal as a shield for lateral violence: An intervention for newly licensed nurses. The Journal of Continuing Education in Nursing - November/December 2004, 35, 6, 257-263.

Griffin’s scholarly presentation offers real prevention possibilities for new nurses, yet the conclusions of her research appear applicable to nurses at any stage of experience. She includes the most frequent forms of lateral violence and “cue cards” for new nurses, something they can carry that offers them language for responding when they find themselves in such a situation. From feedback of those surveyed, Griffin learns that what was most helpful to new nurses was “knowledge of what lateral violence is and some suggestions for responding to it.”

Haselhuhn, M.R. (2005). Adult bullying with nursing workplaces: strategies to address a significant occupational stressor. Master’s Thesis. University of Michigan School of Nursing, August 18, 2005.

In addition to useful frequency data, Haselhuhn argues convincingly in this thesis that there is a common evolution to the bullying dynamic in healthcare settings. Citing Einarsen (1999), she outlines this “gradually evolving process.” Demonstrating the similarities between bully and batterer, she cites Tepper (2000). The list of similar behaviors is a difficult read: “ cunning, uses repetitive tactics of emotional abuse, isolation, minimization, denial, blames the survivor, coerces, threats, and intimidates to obtain and maintain power and control.” Haselhuhn explores short- and long-teem strategies to preventing bullying from reaching its most common logical conclusion—a degraded climate and hostile work environment.

Hunter, L. P., Diegmann, E., Dyer, J. M., Mettler, G.G., Ulrich, S. & Agan, D.L. (2007). Do it MY way! Midwifery students’ perceptions of negative clinical experiences and negative characteristics and practices of clinical preceptors. Canadian Journal of Midwifery Research and Practice, 6, 1, spring 2007, 19-30.

Although published in a Canadian journal, this comprehensive study focuses on students in midwifery schools in Puerto Rico and the United States. This article’s focus on students educational experience with preceptors allows an insight into how lateral violence may be shaped as an expectation very early on. Nearly identical to the behaviors described as lateral violence among staff nurses, Table 3 lists “Negative Clinical Preceptor Themes,” specifically listing behaviors that students found to be barriers to their educational experience.

Jackson, D., Firtko, A. & Edenborough, M. (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review. Journal of Advanced Nursing 60, 1, 1–9.

The authors present promote the development of resilience or hardiness as a skill necessary to all nurses, not simply to prevent being victims of lateral violence but also to deal successfully with the emotional demands of the work. Also mentioned of value are the practices of reflective practice and journaling.

Joint Commission Sentinel Alert Issue 40: Behaviors that undermine a culture of safety, July 9, 2008. Available at .

Leiper, J. (2005). Nurse against nurse: How to stop horizontal violence. Nursing 2005, 35, 3, 44-45.

Recounts some of the common theories of the origin of horizontal violence, e.g., oppressed group theory. Includes specific responses nurses can use to begin to stop the cycle, including gain control and make a plan. Different from most other articles, this gave suggestions for getting control of one’s own anger.

Long, J. & Sherman, R.O. (2007). Leveling horizontal violence. Nursing Management, March 2007, 34-51.

Includes explanation of the theory of oppression as key to causation and a seven-step model to assist leadership in stopping the cycle. The authors recommend that “horizontal violence be viewed as both a performance and competency issue” and be addressed in performance evaluations.

Lubejko, B. (2009). Combat lateral violence in nursing. ONS Connect, February 2009, 18.

From the Oncology Nursing Society, this “Caregivercare” note succinctly discusses leading by example, the importance of examination of personal “triggers” and self-care, as well as suggestions for creating a “climate of caring at work.”

Parker, M. & Gadbois, S. (2000). The fragmentation of community, part 1: the loss of belonging and community at work. Journal of Nursing Administration, 30, 7/8, 386-390.

Defines community as “a way to engage the entire person, freeing people to be themselves—to develop and grow in a safe environment. It is a means by which people can spiritually connect to work, to really belong and renew their commitment to the continuous improvement of what they do….by seeing the difference they can make as part of a an active work community and the satisfaction, once again, of focusing on caring interactions.” (390)

Parker, M. & Gadbois, S. (2000). Building community in the healthcare workplace, part 2: envisioning the reality. Journal of Nursing Administration,30, 9, 426-431.

Parker, M. & Gadbois, S. (2000). Building community in the healthcare workplace, part 3: belonging and satisfaction at work. Journal of Nursing Administration,30, 10, 466-473.

Parker, M. & Gadbois, S. (2000). Building community in the healthcare workplace, part 4: partnering with union members to create community. Journal of Nursing Administration,30, 11, 524-29.

Reinholz, B., Cash, J.K. & Kupperschmidt, B. (2009). Employee bad behavior: selected thoughts and strategies. The Oklahoma Nurse, March, April, May 2009,20.

Reviews Kanter’s Theory of Organizational Power. Proposes Kotter’s Model as a strategy to address culture of safety. Cites ANA Code of Ethics, Standard 1.5 and 6 which states that “professional nurses are responsible for attaining and maintaining work environments consistent with the values of the profession.”

Sheridan-Leos, N. Understanding lateral violence in nursing. Professional Issues. Clinical Journal of Oncology Nursing, 12, 3, 399-403.

Explores “Task and Time Theory” of causation as well as the costs of lateral violence. Outlines organizational pressures and Sheridan-Leos adds LV “seems to ebb and flow with events that produce nursing shortages, during reorganization and because of shifting requirements of managerial positions. She includes actions to stop it, including collaboration with nursing and management.

Shirey, M. (2006). Authentic Leaders creating healthy work environments for nursing practice. American Journal of Critical Care, 15, 3. Accessible at

Contains full definitions and examples both for authentic leadership and healthy work environments. Links elements of authentic and servant leadership styles to employee outcomes.

Stanley, K.M., Martin, M.M., Michel, Y., Welton, J.M. & Nemeth, L. S. (2007). Examining lateral violence in the nursing workforce. Issues in Mental Health Nursing, 28:1247–1265. Informa Healthcare USA, Inc.

An excellent review of the literature regarding the origins of lateral violence. According to the authors, “This paper describes the development and testing of the Lateral Violence in Nursing Survey.” Also of note are two other instrument described herein: the Silencing

the Self Scale–Work (STSS) and the Staff Nurse Workplace Behaviours Scale (SNWBS).

Yamada, D. (2009) Understanding and responding to bullying and related behaviors in healthcare workplaces. Commentary. Frontiers of Health Services Management, 25, 4. 33-36.

In this introduction, Yamada outlines the works of Dianne Felblinger who focuses on organizations and William Swiggart who looks to accountability responses like the Vanderbilt University School of Medicine program created to respond to disruptive behaviors. He goes further, however, to point out the need to address the needs of the people who are targets of such abuse and the contribution leadership can make.

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