Mentoring students: exploring and managing incivil behaviour in community nursing placements

Abstract

Students who demonstrate quiet incivility can be challenging and disrupt the learning that takes place in the community setting. Recognising incivility and acting to address this behaviour with students is difficult because the behaviour is not overt or obvious to others. The most important component in attempting to manage incivility is exploring the behaviour with the student to identify the potential cause, and negotiate a strategy to improve it. It is acknowledged that the behaviour may be due to personal, academic, or professional issues. If issues are not addressed, care activity and learning are affected, and this can result in failure to achieve in practice.

Student Mentor's Ideal Features: Peer Choice

“…Results confirm the importance of Student Mentors, older students who can help younger or first year higher education students so they are able to develop a sense of self-efficacy and find coping strategies that will help them minimize any negative feelings/emotions experienced during their first school days or during the whole course. As Carr, Perrell & Recchia (2016) have pointed out, if students do not possess these skills, they may have problems adapting to the new and challenging events or situations they will have to face in their academic context. They same authors also emphasize that Student Mentors can negotiate with their Mentees an action plan whose aim will be to support the development of interpersonal skills, to provide them with human, academic, social and pedagogical support that will p-ISSN: 2184-044X e- ISSN: 2184-1489ISBN: 978-989-54815-8-3 © 2021 surely help them overcome any negative feelings/emotions caused by the demands of this new academic context.…”

“…Among those resources, the importance of self-efficacy, a complex concept that explains the ability to cope with the surrounding environment, should be highlighted. This is a personal perspective through which the student tries to cope with the academic community and that will allow him to have an optimistic and positive emotional state (Carr, Perrell & Recchia, 2016). This is the right context for the student mentor to emerge as a type of student who can assist other students so they may develop their self-efficacy and find the right coping strategies, for if students do not have these skills, they may find it difficult to adapt to new and challenging events or situations they will have to face in the academic environment.…”

“…In the context of education, the role of the student mentor can become an excellent tool for the mentee's personal and academic growth, as well as an effective means that will help them adapt to their academic life (Carr, Perrell & Recchia, 2016). That way, the same authors report that mentorship is based on a short-term collaborative relationship between two students achieved through the development of a relationship between an experienced student and a student who has just joined a higher education institution.…”

Suitable, fit, competent and safe to practice nursing? Assessing nursing students' personal qualities in clinical placement—An integrative review

“…These ‘red flags’ are similar to the ‘hallmarks of poor clinical performance’ presented by Luhanga et al (2008). Various other terms are used to describe nursing students' behaviour and character, such as behaviours of misconduct (McCrink, 2010), incompetent students (Duffy, 2004), successful and unsuccessful students (DeBrew & Lewallen, 2014) and uncivil behaviour (Carr et al, 2016; Suplee et al, 2008). This list is by no means exhaustive.…”