Abstract
The aim of this phenomenological study was to explore the lived experiences of minority nursing students with nursing faculty's incivility. Six students of varied ethnicity participated in the study. The guiding theoretical framework for the study included Roy's adaptation model and Clark's conceptual model for fostering civility in nursing education. Data were collected through semi-structured interviews. Colaizzi's (1978) phenomenological method for qualitative research was used to guide the data analysis of the student's experiences with faculty incivility. Seven themes emerged related to nursing faculty uncivil behaviors including: learning environment, unfair treatment, student faculty relationships, demeaning/belittling, emotional impact, adaptive behaviors, and pressure to conform. Implications of this study indicate faculty can meet the needs of minority students and improve relationships leading to higher success in nursing education by understanding the perceptions of students experiencing incivility. Nurse educators need to be aware of differences in social integration, sociocultural context, and learning among minority nursing students. Future research should focus on faculty perceptions of working with minority nursing students and the issues within nursing education. An additional area for future research should be minority nursing faculty working with diverse student populations.
Sigma Membership
Phi Rho
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Minority Nurses, Nursing Incivility, Faculty Bullying
Advisor
JoBeth Pilcher
Degree
PhD
Degree Grantor
Capella University
Degree Year
2017
Recommended Citation
Williams, Tammy, "Minorities in nursing: The experience of incivility in nursing education" (2020). Dissertations. 1613.
https://www.sigmarepository.org/dissertations/1613
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-11-10
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10256913; ProQuest document ID: 1879722896. The author still retains copyright.