Incivility in nursing education : student perceptions of uncivil faculty behavior in the academic environment /

Source: OAI

ABSTRACT Academic incivility is defined as any speech or action that disrupts the harmony of the teaching-learning environment (Feldman, 2001), and ranges from insulting remarks and verbal abuse to explosive, violent behavior (Tiberius & Flak, 1999). Academic incivility is a serious problem and left unchecked can slowly erode a student's confidence and interfere with the teaching-learning environment in nursing education. Researchers have voiced concern about academic incivility in higher education in general and in nursing education in particular. The practice and science of nursing is founded on the principle of caring (Watson, 1994). Thus, one may assume that nursing education is a place where compassion and civility prevail. In some instances, that is not the case. This study was conducted to learn more about the students' perceptions of faculty incivility in nursing education and how students respond to this perceived incivility. Colaizzi's (1978) phenomenological method for qualitative study was used to describe the nursing students' lived experiences with uncivil encounters with nursing faculty. All of the participants in the study described uncivil encounters with nursing faculty, and all were emotionally impacted by their experiences. Four female and three male nursing students ranging in age from 30-50 years (Mean = 42.4 years, SD = 7.8 years) participated in this study. Two of the participants were currently enrolled in the final semester of their graduate programs. Four had previously graduated with their nursing degrees, and one withdrew from the nursing program. The participants represented four different nursing schools in two states in the northwest. The participants described three theme clusters (CT) related to uncivil faculty behaviors including making demeaning and belittling behaviors, treating students unfairly, and pressuring students to conform to unreasonable faculty demands. Three CT emerged related to the student's emotional response to faculty incivility. They included feeling traumatized, feeling powerless and helpless, and feeling angry. Five participants in this study chose to maintain the status quo, one student actively questioned the way students were treated and suffered substantial financial and personal losses, and one student left nursing altogether. Theme clusters were applied to the theory of 'rankism' (Fuller, 2003, 2006). Academic incivility disrupts student-faculty relationships, creates problematic learning environments, and increases stress levels among students and faculty. More research is needed on the topic of academic incivility in nursing education and its impact on students and faculty. Studies in this area will improve the teaching-learning milieu and will assist in the development of effective strategies for violence prevention and intervention. This is a timely and significant study at a time when the nursing profession is faced with a shortage of nursing faculty and practitioners. A greater understanding of the problems associated with incivility in nursing education may help to recruit nurses into the profession as practitioners and as faculty into nursing education. Adviser: Russell A. Joki. Thesis (Ph.D.)--University of Idaho, March 2006. Abstract. Includes bibliographical references (leaves 138-148).

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    • "Nursing students learn from the behaviors, knowledge, experience and skills of their clinical instructors. Successful development of nursing students into a professional role as caring nurses is increasingly believed to be dependent on the quality of the clinical learning environment (Hofler, 2008; Jenkins, 2006; Laitinen-Vaananen, Talvitie, & Luukka, 2007; McBrien, 2006; and Clark, 2006). Conversely, perceptions of unfair treatment by nursing faculty leads to student nurses voicing their concerns, leaving a program or conforming to the situation to avoid being failed (Thomas, 2003). "
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    ABSTRACT: Nursing is considered to be an applied science. Thus clinical teaching is central to nurse education. The quality of the student-teacher interaction in the clinical field can either facilitate or hinder the students' integration of theory to practice. It has been postulated that clinical instructors must possess caring behavior and effective clinical teacher characteristics if they want to facilitate students' entry and learning in a multifaceted world of clinical practice. So this study done to describe the clinical instructors' caring and effective clinical teaching behaviors in clinical area as perceived by their students. A convenience sample of 113 nursing students affiliated to faculty of nursing, King Khalid University, Saudi Arabia was included. Two tools for data collection were used; the first on was developed by the researcher and it was concerned with measuring the effective teaching characteristics of the clinical nursing instructors and the second one was the Nursing Student Perceptions of Instructor Caring (NSPIC) which was concerned with measuring clinical instructor's caring behaviors. The participant nursing students has common and unique perspectives on the importance of a clinical instructor demonstrating effective teaching characteristics. In addition, caring behaviors demonstrated by clinical instructors were identified and they perceived their clinical instructors demonstrated the highest number of caring behaviors from the subscales of respectful sharing and appreciation of life's meanings. Clinically, the results might be utilized to improve faculty awareness of students' views on their teaching performance. On the other hand, the clinical faculty can be educated and provided with useful educational tools to assist them in providing effective clinical instructions.