Mentoring and group identification as antecedents of satisfaction and health among nurses: What role do bullying experiences play?

Background: Prior studies have been unable to determine underlying mechanisms by which the negative relation with mentors affects mentees' satisfaction and health. We consider the Social Identity Theory as theoretical framework to understand the possible influence of negative mentoring on mentees. Objective: The aim of the study is to examine the relationship between: 1) negative mentoring experiences and group identification and, 2) nurses' job satisfaction and health complaints, as mediated by nurses' bullying experiences. Design: A longitudinal design was used. Methods: The study employs a longitudinal design,with Time 1 (May–June 2010) and Time 2 (2010 September–October 2010). At Time 1 we assessed negative mentoring experiences and group identification, while at Time 2 we assessed workplace bullying, job satisfaction and health complaints. Results: The results have confirmed the hypothesized relationship. Data analysis has revealed a partial mediation model in which negative mentoring experiences and group identification explained job satisfaction. This mediation has not been found in the case of health complaints. Conclusions: This study expands the application of Social Identity Theory to nurses' mentoring. The findings of the study support that negative mentoring experiences and group identification affect job satisfaction among nurses due to workplace bullying. Prevention of pervasive long term effects of negative mentoring relationships has been suggested