{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/822"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/822","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Registered practical nurses’ (in post RPN-BScN education) experiences of nurse-to- nurse conflict in the workplace","abstract":"This research examined the experiences of nurse-to-nurse conflict of RPNs enrolled in a post RPN-Bachelor of Science in Nursing program. This study also explored how these experiences shaped their decision to return to school for a BScN to become Registered Nurses (RNs). Interpretative Phenomenological Analysis was used as the methodology to explore the experiences of six participants through in-depth individual interviews. Five themes emerged from the data analysis: the current organizational context of health care; marginalization of the RPN; the in-between space; hierarchy, power, and privilege; and professional development and a drive for change. The findings of this research highlighted how broader contextual factors intersected and influenced conflict between nurses, and how experiencing nurse-to-nurse conflict motivated the participants to return to school for a BScN. The findings from this research have implications for nursing education, health care professionals, employers, and decisions makers when addressing and creating policies around nurse-to-nurse conflict.","abstract_html":"This research examined the experiences of nurse-to-nurse conflict of RPNs enrolled in a post RPN-Bachelor of Science in Nursing program. This study also explored how these experiences shaped their decision to return to school for a BScN to become Registered Nurses (RNs). Interpretative Phenomenological Analysis was used as the methodology to explore the experiences of six participants through in-depth individual interviews. Five themes emerged from the data analysis: the current organizational context of health care; marginalization of the RPN; the in-between space; hierarchy, power, and privilege; and professional development and a drive for change. The findings of this research highlighted how broader contextual factors intersected and influenced conflict between nurses, and how experiencing nurse-to-nurse conflict motivated the participants to return to school for a BScN. The findings from this research have implications for nursing education, health care professionals, employers, and decisions makers when addressing and creating policies around nurse-to-nurse conflict.","abstract_has_math":false,"creators":["Mais, Yvonne"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Health Sciences (MHSc)","degree_level":null,"degree_discipline":"Community Health","degree_department":null,"school":null,"contributors":[],"advisors":["Smye, Victoria","Lemonde, Manon"],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-01","date_published":"2017-08-01","updated_at":"2026-07-24T05:35:30Z","subjects":["Nurse","Conflict","RPN","BScN","School"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/822","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Smye, Victoria","Lemonde, Manon"]},{"key":"dc:creator","label":"Author","values":["Mais, Yvonne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-11-09T14:59:53Z","2022-03-29T16:55:32Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-11-09T14:59:53Z","2022-03-29T16:55:32Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-08-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Community Health"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Health Sciences (MHSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Nurse","Conflict","RPN","BScN","School"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/822"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research examined the experiences of nurse-to-nurse conflict of RPNs enrolled in a post RPN-Bachelor of Science in Nursing program. This study also explored how these experiences shaped their decision to return to school for a BScN to become Registered Nurses (RNs). Interpretative Phenomenological Analysis was used as the methodology to explore the experiences of six participants through in-depth individual interviews. Five themes emerged from the data analysis: the current organizational context of health care; marginalization of the RPN; the in-between space; hierarchy, power, and privilege; and professional development and a drive for change. The findings of this research highlighted how broader contextual factors intersected and influenced conflict between nurses, and how experiencing nurse-to-nurse conflict motivated the participants to return to school for a BScN. The findings from this research have implications for nursing education, health care professionals, employers, and decisions makers when addressing and creating policies around nurse-to-nurse conflict."]},{"key":"dc:title","label":"Title","values":["Registered practical nurses’ (in post RPN-BScN education) experiences of nurse-to- nurse conflict in the workplace"]}]}],"canonical_facts":{"dc:contributor.advisor":["Smye, Victoria","Lemonde, Manon"],"dc:creator":["Mais, Yvonne"],"dc:date.accessioned":["2017-11-09T14:59:53Z","2022-03-29T16:55:32Z"],"dc:date.available":["2017-11-09T14:59:53Z","2022-03-29T16:55:32Z"],"dc:date.issued":["2017-08-01"],"dc:description.abstract":["This research examined the experiences of nurse-to-nurse conflict of RPNs enrolled in a post RPN-Bachelor of Science in Nursing program. This study also explored how these experiences shaped their decision to return to school for a BScN to become Registered Nurses (RNs). Interpretative Phenomenological Analysis was used as the methodology to explore the experiences of six participants through in-depth individual interviews. Five themes emerged from the data analysis: the current organizational context of health care; marginalization of the RPN; the in-between space; hierarchy, power, and privilege; and professional development and a drive for change. The findings of this research highlighted how broader contextual factors intersected and influenced conflict between nurses, and how experiencing nurse-to-nurse conflict motivated the participants to return to school for a BScN. The findings from this research have implications for nursing education, health care professionals, employers, and decisions makers when addressing and creating policies around nurse-to-nurse conflict."],"dc:identifier.uri":["https://hdl.handle.net/10155/822"],"dc:language.iso":["en"],"dc:subject":["Nurse","Conflict","RPN","BScN","School"],"dc:title":["Registered practical nurses’ (in post RPN-BScN education) experiences of nurse-to- nurse conflict in the workplace"],"dc:type":["Thesis"],"thesis:degree_discipline":["Community Health"],"thesis:degree_name":["Master of Health Sciences (MHSc)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:30Z"}