Student incivility has become a problem in nursing schools around the country. Researchers have noted that uncivil behavior that goes unaddressed may compromise the educational environment. Nursing faculty have differing standards about uncivil behavior; thus, students experience inconsistencies in approaches to incivility. The purpose of this mixed-methods explanatory study was to explore nursing faculty experiences with, understandings of, and responses to student incivility. The conceptual framework was Clark's continuum of incivility and the conceptual model for fostering civility in nursing education. Descriptive analysis of the level and frequency of uncivil behaviors of nursing faculty members (17 full-time and 15 part-time), as measured by the Incivility in Nursing Education-Revised survey, indicated that faculty most frequently experienced uncivil behaviors at the lower end of the continuum and rarely encountered those at the higher end. A purposeful sample of 12 faculty members (10 full-time and 2 part-time) participated in semistructured interviews, and data were open coded and analyzed thematically. Stress was identified as a contributing factor to student incivility, and faculty responses varied based on the learning environment. Nursing faculty expressed the need for more consistency in responding to student incivility. Based on the research findings, a 3-day professional development workshop on promoting civility in the academic environment was created. By learning practical ways to respond to, and possibly prevent, uncivil behavior in student nurses, workshop participants have the potential to positively affect the lives of future nurses, the health care personnel with whom they will work, and the patients for whom they will care.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-2718 |
| Date | 01 January 2015 |
| Creators | Theodore, Lori Linn |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Walden Dissertations and Doctoral Studies |
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