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Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

With the increasing nursing shortage, it is imperative that nursing programs attract and retain students who will be successful in becoming competent, caring practitioners. High school guidance counselors can influence the career choices of students. To do so, these professionals must have an accurate understanding of the attributes that will facilitate a career in nursing, as well as the changing roles of nurses. This study determined the current perceptions of high school guidance counselors regarding nursing. Overall, guidance counselors had realistic perceptions of nursing and identified personal and cognitive attributes of students that would promote success in nursing. However, nurses involved in the recruitment of students need to ensure that guidance counselors have more accurate perceptions of the changing role of nurses, opportunities for practice outside hospital settings, and the importance of problem-solving abilities and leadership skills for nurses.

BACKGROUND: The performance of nonnursing duties by nursing staff contributes to an already busy workload while taking time away from patient care. OBJECTIVE: This article reports on a process implemented by a large regional health authority in Canada to measure and address nurses’ performance of nonnursing duties through a newly created tool. METHODS: Process improvement methodology was used to conduct this project. A measurement tool, the “Non-Nursing Duties Tracking Tool,” was designed for frontline nursing staff and patient care attendants to document the performance of tasks classified as clerical, housekeeping, food services, clinical support, and transportation. This article reports on a survey of managers regarding information collected from frontline nurses and patient care attendants regarding their performance of nonnursing duties and actions taken or planned to address this. RESULTS: Tasks were identified that could be delegated to housekeeping, transport, and clerical staff. Both frontline nurses and managers expressed the need for administrative support to realign nonnursing tasks to more appropriate personnel. Although most managers of nurses expressed concern about the support of managers in other departments to make these changes, little resistance was encountered when adequate resources were in place. CONCLUSIONS: The “Non-Nursing Duties Tracking Tool” is a valid instrument to support the assessment of nonnursing direct care duties.