This study explored the phenomenon of incivility in nursing education from the perspective of undergraduate nursing students and compared it to perspectives of educators as found in the literature. The sample consisted of 24 undergraduate junior and senior nursing students from four universities in the mid-Atlantic states. Data from four focus groups were transcribed and content analyzed to reveal themes and subthemes. Students perceived that incivility in nursing education exists. They shared a common view with findings in the literature regarding incivility from the faculty perspective. Notably, an emerging student view was that faculty may contribute to the escalating incivility in nursing education, and that student incivility is justified when faculty are seen as uncivil. The implications for educators, consistent with the literature, are that students want professors to maintain classroom decorum and set the example for civility.

: Insertion of peripheral iv catheters is a common practice in medical-surgical care settings. The frequency with which attempts are made to insert catheters causes rapid peripheral vessel depletion (a reduction in the number of usable veins), leading to the overuse of unnecessary central line catheters. Reducing central line-associated bloodstream infections is a national health care priority. In this quality improvement report, the authors describe the implementation of a nurse-led vascular access preservation program using ultrasound technology as a method to reduce the use of nonessential peripherally inserted central catheters.

Background While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education. Purpose The purpose of this study was to assess prelicensure nursing student perceptions of just culture in academia. Methods Following a quantitative, descriptive design, the Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs. Results The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. The JCAT-NE mean total score was 127.4 (SD, 23.6), with a statistically significant total score decline as students progressed from the beginning (133.6 [SD, 20.52]) to the middle (129.77 [SD, 23.6]) and end (122.2 [SD, 25.43]) of their programs (χ 2[2] = 25.09, P < .001). Conclusions The results from this study are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.