Abstract
This study used a mixed method approach to examine the frequency and types of perceived and experienced uncivil behaviors among nursing students and faculty. The Incivility in Nursing (INE) Survey that was developed by Clark in 2004 was administered to a convenience sample of nursing students and faculty from four nursing programs. The sample included 159 senior pre-licensure nursing students and 14 faculty members within diploma, associate, and baccalaureate nursing education programs. Stress was mentioned in all program types as a contributing factor to student and faculty incivility. The analysis of the quantitative data found variability between nursing program types for numerous uncivil student and faculty behaviors. The demographic variables of sex, age, ethnic/racial background, and parental level of education impacted only a few of the uncivil behaviors for the nursing programs. The study results indicated that incivility occurs in nursing academia and there are differences between nursing training programs. Further research is needed to investigate the differences in incivility between nursing training programs and to address strategies to manage those uncivil behaviors.
Sigma Membership
Delta Beta at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Uncivil Behavior, Nursing Academia, Nursing Students
Advisors
Rafoth, Mary Ann||Taylor, Nathan
Degree
PhD
Degree Grantor
Robert Morris University
Degree Year
2015
Recommended Citation
Aul, Karen, "A comparison of perceptions of incivility among nursing students and faculty in pre-licensure nursing programs" (2023). Dissertations. 288.
https://www.sigmarepository.org/dissertations/288
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-03-21
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3719125; ProQuest document ID: 1702710522. The author still retains copyright.