Learning Cybercivility: A Qualitative Needs Assessment of Health Professions Students

Gagné, Jennie C. De; Covington, Kyle R.; Conklin, Jamie; Yamane, Sandra S; Kim, Sang Suk

doi:10.3928/00220124-20180813-08

Cited by 18 publications

(36 citation statements)

References 15 publications

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“…Incivility also contributes to the national nursing shortage, as many nursing faculty report leaving academia because of disruptive student behaviors [ 28 ]. In this study, most respondents in each country recognized cyberincivility as a serious problem, which is similar to results of previous studies from various counties, including the US, China, United Kingdom, and Canada [ 10 , 21 , 28 , 33 , 34 ]. The respondents’ cyberincivility knowledge was generally high; however, we identified different knowledge levels among the three counties.…”

Section: Discussionsupporting

confidence: 89%

“…Online communication has become more prominent in universities and clinical settings [ 11 , 12 , 16 , 34 , 49 , 50 ], due to its advantages of flexibility of location and time [ 10 , 51 ], and its use is especially important, given the social distancing measures brought about by the COVID-19 pandemic [ 16 ]. Cyberincivility can have a profound negative psychosocial impact on users and their community [ 52 , 53 ], resulting in emotional distress (e.g., cynicism, fear, lowered self-confidence, and burnout), social isolation, distrust and avoidance, and turnover intentions [ 34 , 54 , 55 ]. The creation and maintenance of a safe, supportive, and civil learning environment is important for both educators and their students [ 56 , 57 ].…”

Section: Discussionmentioning

confidence: 99%

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Exploration of Cybercivility in Nursing Education Using Cross-Country Comparisons

Kim

Lee

Gagné

2020

IJERPH

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Many nursing students have experienced negative social behaviors and incivility in cyberspace. We aimed to explore knowledge, experience, and acceptability of cyberincivility, as well as the perceived benefits of cybercivility education among nursing students in the United States of America (USA), Hong Kong (HK), and South Korea (K). We used a cross-sectional study design. The Academic Cyberincivility Assessment Questionnaire was administered to participants, and data were collected from 336 nursing students from a university in each country (USA (n = 90), HK (n = 115), and K (n = 131)). Cyberincivility was perceived as a problem by 76.8% of respondents. More than 50% of respondents had experienced cyberincivility, were knowledgeable about it, and found it unacceptable. Longer hours spent on social networking services and perception of cyberincivility were positively associated with the variables, but negatively associated with perceived benefits of learning. Cross-country differences in items and level of variables were identified (p < 0.01). The HK respondents demonstrated lower knowledge, compared to USA and K respondents. Frequency of cyberincivility experience and perceived learning benefit were lower for students in the USA than in HK and K. Acceptability of cyberincivility was significantly lower in respondents from K. Developing educational programs on general and sociocultural patterns of online communication could be useful in promoting cybercivility globally.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Exploration of Cybercivility in Nursing Education Using Cross-Country Comparisons

Kim

Lee

Gagné

2020

IJERPH

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“…When gray areas existed, the coding team members asked themselves whether they would have posted such a comment (considering both content and communication style) in the discussion forum; if their answer was no, then the comments were coded as uncivil. Using the iterative process of coding, a series of a priori codes were developed from the conceptual framework [20-22], the systematic review [1], and the empirical studies of cyberincivility [23,24] (Figure 2).…”

Section: Methodsmentioning

confidence: 99%

Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study

et al. 2018

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BackgroundCyberincivility is a pervasive issue that demands upfront thinking and can negatively impact one’s personal, professional, social, and educational well-being. Although massive open online courses (MOOCs) environments could be vulnerable to undesirable acts of incivility among students, no study has explored the phenomena of cyberincivility in this learning environment, particularly in a health-related course in which mostly current or eventual health professions students enroll.ObjectiveThis study aimed to analyze the characteristics of text entries posted by students enrolled in a medicine and health care MOOC. The objectives were to (1) examine the prevalence of posts deemed disrespectful, insensitive or disruptive, and inconducive to learning; (2) describe the patterns and types of uncivil posts; and (3) highlight aspects that could be useful for MOOC designers and educators to build a culture of cybercivility in the MOOC environment.MethodsWe obtained data from postings in the discussion forums from the MOOC Medical Neuroscience created by a large private university in the southeast region of the United States. After cleaning the dataset, 8705 posts were analyzed, which contained (1) 667 questions that received no responses; (2) 756 questions that received at least one answer; (3) 6921 responses that applied to 756 posts; and (4) 361 responses where the initiating post was unknown. An iterative process of coding, discussion, and revision was conducted to develop a series of a priori codes. Data management and analysis were performed with NVivo 12.ResultsOverall, 19 a priori codes were retained from 25 initially developed, and 3 themes emerged from the data—Annoyance, Disruption, and Aggression. Of 8705 posts included in the analysis, 7333 (84.24%) were considered as the absence of uncivil posts and 1043 (11.98%) as the presence of uncivil posts, while 329 (3.78%) were uncodable. Of 1043 uncivil posts analyzed, 466 were coded to >1 a priori codes, which resulted in 1509 instances. Of those 1509 instances, 826 (54.74%) fell into “annoyance”, 648 (42.94%) into “disruption”, and 35 (2.32%) into “aggression”. Of 466 posts that related to >1 a priori codes, 380 were attributed to 2 or 3 themes. Of those 380 posts, 352 (92.6%) overlapped both “annoyance” and “disruption,” 13 (3.4%) overlapped both “disruption” and “aggression,” and 9 (2.4%) overlapped “annoyance” and “aggression,” while 6 (1.6%) intersected all 3 themes.ConclusionsThis study reports on the phenomena of cyberincivility in health-related MOOCs toward the education of future health care professionals. Despite the general view that discussion forums are a staple of the MOOC delivery system, students cite discussion forums as a source of frustration for their potential to contain uncivil posts. Therefore, MOOC developers and instructors should consider ways to maintain a civil discourse within discussion forums.

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“…Despite the advantages of the internet, negative influences from online platform use have also been reported, including cyberbullying and cyberincivility [2,9,10]. Cyberbullying is a form of harassment that is repetitive and intentional, targeting vulnerable individuals, whereas cyberincivility is not necessarily intentional and repetitive [11,12].…”

Section: Introductionmentioning

confidence: 99%

“…However, a majority of the previous studies on cyberincivility have only focused on students [15][16][17][18], and there is limited research that explored nurses' experience of cyberincivility. Particularly, to our best knowledge, there are no studies that have explored Asian nurses' experiences of cyberincivility, notwithstanding that sociocultural factors often shape the characteristics of cyberincivility [9,19].…”

Section: Introductionmentioning

confidence: 99%

Cyberincivility Experience of Korean Clinical Nurses in the Workplace: A Qualitative Content Analysis

Kim

Song

Lee

2020

IJERPH

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Although clinical nurses use online platforms to acquire health-related information and communicate with other healthcare providers, there are increasing reports on their incivility exposure in cyberspace. However, an in-depth understanding of their cyberincivility experience is lacking. This study aimed to identify Korean clinical nurses’ perception and experience of cyberincivility. A qualitative study was conducted. Twenty clinical nurses from seven private and public hospitals in the Seoul metropolitan area were recruited using purposive sampling. Individual semi-structured interviews were conducted with the nurses from June to September 2019. Conventional content analysis was applied for the interview data analysis. Clinical nurses perceived cyberincivility as disrespectful and condemning behavior as users hide under the shield of anonymity to persecute others without fear of retribution. Four themes regarding participants’ cyberincivility experience emerged: unprofessional behavior, hierarchical communication, lack of respect and morality, and forming an inefficient work environment. The results of this study provide an understanding regarding clinical nurses’ experience of cyberincivility that goes beyond that of previous studies, which mainly focused on students. These results could increase awareness of cyberincivility among clinical nurses, and provide key information for the design of cybercivility educational programs and guidelines to curb cyberincivility, nurture professional online communication, and consequently improve quality of care.

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Learning Cybercivility: A Qualitative Needs Assessment of Health Professions Students

Cited by 18 publications

References 15 publications

Exploration of Cybercivility in Nursing Education Using Cross-Country Comparisons

Exploration of Cybercivility in Nursing Education Using Cross-Country Comparisons

Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study

Cyberincivility Experience of Korean Clinical Nurses in the Workplace: A Qualitative Content Analysis

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