Abstract

Nurse educators must address demonstrated unprofessional student behaviors to graduate a self-aware novice nurse capable of effective professional communication. The study utilized a phenomenological qualitative research design with a purposive sampling of Practical Nursing, Associate Degree, Diploma, Bachelors of Science, Masters of Science, and Doctoral nurse faculty and sought answers to the following three research questions: (a) Do nurse educators possess the self-efficacy to address demonstrated unprofessional student behavior? (b) Do nurses educators choose to ignore demonstrated unprofessional behaviors due to lack of self-efficacy with the process of student intervention? (c) What tools are necessary to address demonstrated unprofessional student behaviors effectively when it occurs? Descriptive data analysis was conducted to identify recurrent themes. Data saturation was realized after eight faculty were interviewed, and five themes emerged. The themes identified that to increase educators' self-efficay when confronted with demonstarted unprofessional student behaviors, faculty want training, role models, administrative support, and a tool-kit to refer to when confronted with incivility. The participants in this study provided valuable insight into the lived experiences of nurse faculty when addressing demonstrated unprofessional behaviors in the academic environment. Additional research is recommended to identify the specific educational curriculum components for nursing students seeking an advanced degree to teach other nursing students, as well as onboarding and annual new nurse faculty training.

Author Details

Bette Ann Davis Bogdan, PhD

Sigma Membership

Unknown

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Phenomenology

Research Approach

Qualitative Research

Keywords:

Nurse Educators, Nursing Student Behavior

Advisor

Elizabeth Mahaffey

Second Advisor

Amy Daly

Third Advisor

Alicia Lundstrom

Fourth Advisor

Jalynn Roberts

Degree

PhD

Degree Grantor

William Carey University

Degree Year

2017

Rights Holder

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Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2017-09-19

Full Text of Presentation

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