@article{ajnr2016432,
author={Pyles, Michele},
title={How Nurse Educators Cope with Incivility},
journal={American Journal of Nursing Research},
volume={4},
number={3},
pages={56--68},
year={2016},
url={http://pubs.sciepub.com/ajnr/4/3/2},
issn={2378-5586},
abstract={Background: Research has clearly defined the issue of nursing student incivility, with evidence that nursing students are engaging in uncivil behaviors on a routine basis [1,2,3,4]. Stress, like that experienced with incivility, impacts an individual¡¯s perception of an uncivil encounter and has been linked to the development of negative coping responses [5]. Methods: A mixed-methods convergent parallel design was used to collect data from 39 nurse educators who were employed at 3 schools of nursing in the southern region of the United States. Creswell [6] described the design as ¡°combining elements of both qualitative and quantitative approaches¡± (p. 3). The convergent method of the design allowed the researcher to collect both quantitative and qualitative data, conduct separate analyses, and compare the results. A mixed-methods convergent parallel design was appropriate for this study because it supported the Transactional Model of Stress and Coping [7], which formed the foundation for the study. The model purports that individuals conduct a primary appraisal of the significance or threat of a stressful encounter (e.g., challenging, positive, controllable, stressful, or irrelevant). If the encounter is perceived to be threatening, a secondary appraisal will follow, which will activate an individual¡¯s coping mechanisms. The design allowed the researcher to determine the coping responses used by nurse educators when facing uncivil encounters with nursing students. Setting: The setting for the study was 3 separate schools of nursing in the southern region of the United States. Sample: The sample was a purposive convenience sample of nurse educators employed by the selected universities¡¯ schools of nursing in the southern region of the United States. The selection criterion was that a participant had to be a nurse educator who was employed by one of the selected universities¡¯ schools of nursing in the southern Region of the United States. There were no demographic data collected from participants of the study. Procedure for Data Collection: Following receipt of Institutional Review Board Approval from all of the chosen institutions, a letter was drafted and sent to the deans of the selected universities¡¯ schools of nursing to request permission to collect data. Collection of participant data began following receipt of permission from the three study schools. The participants were provided with electronic consent forms and instructed that completion of the surveys denoted voluntary participation. Participants were provided with information about human informed consent and told that there were no anticipated long-term physical effects and minimal (if any) long-term emotionalor psychological effects from participating in the study. Participants were told that they may experience some degree of emotional distress when relating experiences with nursing student incivility. The instrument used to collect data related to perceptions of incivility was the INE-R survey [8] consists of 24 items related to student behaviors using a Likert-type scale and four open-ended questions. No demographic information was collected from the participants. All the responses were collected anonymously. The four open-ended questions of the INE-R [8] were analyzed from the nurse educators¡¯ point of view for the occurrence of themes. The themes were then characterized into categories; the categories were then coded in order to show the relationship between nurse educators¡¯ perceptions of nursing student incivility and coping responses. Participant responses were entered into an Excel spreadsheet, which was housed with the researcher and locked in a secure cabinet. Only the researcher maintained a key to the cabinet. The Excel spreadsheet was secured on a password-protected flash drive maintained only by the researcher. The WCQ [9] was also linked in the body of an email that was sent by the deans of the three selected universities¡¯ schools of nursing to the nursing faculty. The link to the questionnaire was administered using secure Web-based technology (Survey Monkey). The WCQ [9] provided responses to 66 items using a Likert-type scale. All of the responses were collected anonymously and the data collected from the respondents was entered into an Excel spreadsheet for compilation. The data collection process for the WCQ [9] was the same as that of the INE-R [8] and included collecting responses to the 66 items on the questionnaire. All the responses were entered into an Excel spreadsheet, which was ill be housed with the researcher and locked in a secure cabinet. Only the researcher maintained a key to the cabinet. The Excel spreadsheet was secured on a password protected flash drive maintained only by the researcher. Results: Daydreaming, analyzing the issue to better understand it, and jogging or exercising were the top 3 measures for coping with nursing student incivility. Making condescending remarks, discriminatory comments, and cheating on exams were perceived as the most uncivil behaviors. Conclusions: A crucial barrier was identified, in less problem-focused coping among nurse educators facing incivility. Programs designed to combat incivility should be revised to provide additional training and support for faculty and measures should be taken to protect the integrity of the profession of nursing.},
doi={10.12691/ajnr-4-3-2}
publisher={Science and Education Publishing}
}