Critical Review of Scales of Incivility Behaviors in Nursing Education

Masoumpoor, Anahita; Abbaszadeh, Abbas; Rassouli, Maryam; Alavimajd, Hamid

doi:10.21859/mej-114093

Cited by 10 publications

(14 citation statements)

References 3 publications

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“…The most well known and the most comprehensive of which is Consensus-based Standards for the Selection of health status Measurement Instruments (COSMIN). [ 13 ] According to the COSMIN, in addition to validity and reliability, accountability and interpretability are also considered as the other main features of a tool. COSMIN checklist encompasses 12 distinct domains and examines psychometric properties during four stages.…”

Section: Introductionmentioning

confidence: 99%

Assessing sexual and reproductive health dimensions tools in women with type 1 diabetes mellitus with regard to Consensus-based Standards for the selection of health status Measurement Instruments checklist

Azimi

Ebadi

Majd

et al. 2020

J Edu Health Promot

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Section: Introductionmentioning

confidence: 99%

Assessing sexual and reproductive health dimensions tools in women with type 1 diabetes mellitus with regard to Consensus-based Standards for the selection of health status Measurement Instruments checklist

Azimi

Ebadi

Majd

et al. 2020

J Edu Health Promot

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“…Some evidence indicates uncivil behavior against nursing students. The first step in solving any problem is identifying the current situation, so this problem needs to be investigated and measured to take steps to reduce and control it 28…”

Section: Introductionmentioning

confidence: 99%

<p>Psychometric Properties Of The Persian Version Of The Uncivil Behavior In Clinical Nursing Education Among Nursing Students</p>

Tehrani

Ebadi

Mokhtari

et al. 2019

AMEP

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BackgroundSome clinical staff nurses show unprofessional behavior toward nursing students in clinical nursing education that can negatively affect their self-esteem and professionally. Examination of uncivil behavior toward nursing students requires a valid and reliable instrument. Therefore, the goal of the present study was to examine the psychometric properties of the Persian version of the Uncivil Behavior in Clinical Nursing Education (UBCNE) among nursing students.MethodsIn this methodological study, a total of 558 nursing students participated who were selected using a convenience sampling method, and were asked to complete the Persian version of the UBCNE. The UBCNE was translated based on the WHO guidelines. The face, content, and construct (using explanatory and confirmatory factor analysis) validities were assessed. In addition, internal consistency was assessed using the McDonald’s omega and the Cronbach’s alpha coefficient, and stability was assessed using the test-retest method.ResultsExplanatory factor analysis led to two factors, including Dismissive Behavior and Exclusionary Behavior that together explained 62.1% of the total variance of uncivil behavior. In the confirmatory factor analysis, the comparative and parsimonious fit indices were very good, but the absolute fit indices were poor (RMSEA=0.116, GFI=0.98, NFI=0.97, AFGI=0.83, PNFI=0.78). Reliability of the UBCNE was found to be 0.93 and 0.97, using the Cronbach’s alpha coefficient and the test-retest method, respectively.ConclusionThe two-factor structure of the UBCNE has good validity and reliability among nursing students. Therefore, it can be used to assess civil behavior in clinical nursing education.

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“…Incivility, a multidimensional and growing behavior [ 1 ], is a hotly-debated issue in nursing education [ 2 ], and one of the serious challenges of classrooms or clinical environments. According to Clark, incivility refers to students’ or professors’ disruptive and rude behaviors violating mutual respect [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…Faculty incivility is defined as any behavior disrupting learning or maintaining a positive classroom environment [ 9 ]. Faculty-student incivility takes different forms such as presenting lectures at a fast pace, having little interaction with students, standing aloof from students, doing unannounced assessments or asking unanticipated examination questions, arriving late to the classroom or canceling the class without informing students in advance and so forth [ 3 , 10 ]. For example, in the study conducted by Rafiee Vardanjani et al (2016), unfair grading and not being prepared for sessions (with 40.7%) were construed as the most disturbing behaviors in nursing education [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, in a qualitative research entitled “Nursing Students’ Perception of Teachers’ Uncivil Behaviors”, Masoumpoor et al (2017) contended that the adverse effects of disruptive behaviors could be subsumed under three major categories, namely “disruptive behaviors affecting communication climate”, “disruptive behaviors affecting ethical climate”, and “disruptive behaviors affecting learning climate” [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

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The Level and Frequency of Faculty Incivility as Perceived by Nursing Students of Lorestan University of Medical Sciences

et al. 2018

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Background Little evidence exists concerning students’ perception of faculty incivility. Given the growing trend of incivility and the stressful nature of these behaviors, the present study aimed to investigate the level and frequency of faculty incivility as perceived by nursing students. Methods A stratified random sample of 178 students from four nursing faculties of Lorestan University of Medical Sciences participated in the present cross-sectional study. The Incivility in Nursing Education-Revised Survey, consisting of 24 items, was used to investigate the prevalence and frequency of faculty incivility, and the mean and frequency of each item was calculated separately. The data were analyzed using descriptive and analytical statistics (chi-square, independent t-test and analysis of variance), and the significance level was set at 0.05. Results Most of the participants were single, did not live in a dormitory, and ranged in age from 19 to 23. From their perspective, disrespect, physical threat, property damage, and physical violence were of paramount importance. 61.8% of them argued that they had “sometimes” and “always” experienced “unfair assessment” during the last year. Creating codes of behavior, enhancing awareness of civility, and developing and implementing policies for managing incivility were proposed as the most important strategies for improving civility. Conclusion Faculty members should be prepared for establishing friendly and respectful relationships, effective teaching, and applying a reality-based assessment. Identifying different and prevalent kinds of faculty incivility and making faculty members aware of them paves the way for faculty members to rethink their performance.

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Critical Review of Scales of Incivility Behaviors in Nursing Education

Cited by 10 publications

References 3 publications

Assessing sexual and reproductive health dimensions tools in women with type 1 diabetes mellitus with regard to Consensus-based Standards for the selection of health status Measurement Instruments checklist

Assessing sexual and reproductive health dimensions tools in women with type 1 diabetes mellitus with regard to Consensus-based Standards for the selection of health status Measurement Instruments checklist

<p>Psychometric Properties Of The Persian Version Of The Uncivil Behavior In Clinical Nursing Education Among Nursing Students</p>

The Level and Frequency of Faculty Incivility as Perceived by Nursing Students of Lorestan University of Medical Sciences

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