Scholarlink

Introduction <p>Organizational silence in nursing academia limits communication, weakens collaboration, and harms faculty well-being and educational quality. Hierarchical structures, fear of negative consequences, lead faculty to withhold ideas and concerns. This study aims to explore the experiences, reasons, and consequences of silence among nursing faculty members.</p> Methods <p>A phenomenological descriptive qualitative design was employed for this study. Nineteen participants were recruited through a purposeful snowball sampling strategy. Data were collected via semi-structured online interviews and analyzed using Colaizzi’s phenomenological method, with the COREQ checklist guiding reporting rigor and transparency.</p> Results <p>Findings revealed three overarching thematic areas describing participants’ lived experiences: navigating silence within hierarchical academic structures, reasons for remaining silent and experiencing personal and organizational consequences of remaining silent. Participants described staying silent to avoid being labeled as troublemakers, to prevent retaliation or increased workload, and because they believed that speaking up would not lead to meaningful change, which contributed to feelings of learned helplessness. Silence also served as a psychological self-protection mechanism.</p> Conclusion <p>Remaining silent significantly shapes both the academic work environment and the well-being of nursing faculty members. Remaining silent undermines faculty well-being and the quality of nursing education. Promoting psychological safety and open communication is essential to support faculty voices and improve academic and clinical outcomes.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Lived experience of organizational silence among nursing faculty: a phenomenological study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月21日

查看全文
  • Begum Yalçın,
  • Güzin Ayan,
  • Nilgün Göktepe

摘要

Introduction

Organizational silence in nursing academia limits communication, weakens collaboration, and harms faculty well-being and educational quality. Hierarchical structures, fear of negative consequences, lead faculty to withhold ideas and concerns. This study aims to explore the experiences, reasons, and consequences of silence among nursing faculty members.

Methods

A phenomenological descriptive qualitative design was employed for this study. Nineteen participants were recruited through a purposeful snowball sampling strategy. Data were collected via semi-structured online interviews and analyzed using Colaizzi’s phenomenological method, with the COREQ checklist guiding reporting rigor and transparency.

Results

Findings revealed three overarching thematic areas describing participants’ lived experiences: navigating silence within hierarchical academic structures, reasons for remaining silent and experiencing personal and organizational consequences of remaining silent. Participants described staying silent to avoid being labeled as troublemakers, to prevent retaliation or increased workload, and because they believed that speaking up would not lead to meaningful change, which contributed to feelings of learned helplessness. Silence also served as a psychological self-protection mechanism.

Conclusion

Remaining silent significantly shapes both the academic work environment and the well-being of nursing faculty members. Remaining silent undermines faculty well-being and the quality of nursing education. Promoting psychological safety and open communication is essential to support faculty voices and improve academic and clinical outcomes.