The effects of incivility on nursing education

Schaeffer, Amy

doi:10.4236/ojn.2013.32023

Cited by 15 publications

(12 citation statements)

References 2 publications

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“…Introverted students, and likely those who are shy and/or highly sensitive, respond more positively to gentle, as opposed to aggressive, mannerisms and language. Schaeffer [56] found that students who were exposed to intimidation over time from faculty in a nursing program tended to suffer actual psychological and physiological symptoms, including anxiety, depression, gastro-intestinal disease, and mood disorders.…”

Section: )mentioning

confidence: 99%

“…Educators who customize requirements within the framework of their courses are demonstrating their respect for students as individuals. An added benefit of allowing students to make decisions about how they will learn, and the standards of performance toward which they will strive, is that students will experience, and learn from, the results of their choices [56]. Faculty also benefit because they can observe students in the process of analyzing course materials and tackling problems, and can then use their expertise to intercede as necessary-a creative and fulfilling aspect of the teaching role [3].…”

Section: Making Decisions About In-class Presentationsmentioning

confidence: 99%

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Responding to introverted and shy students: Best practice guidelines for educators and advisors

Condon¹,

Ruth-Sahd²

2013

OJN

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Experienced classroom educators are familiar with students commonly thought of as introverted or shythe noticeably quiet students who are reluctant to speak in class, and generally shun the spotlight. Many educators find such students perplexing and frustrating because they rarely raise their hands in class, or engage in conversation afterward. It is difficult for educators to discern whether they are reaching such students or whether they are engaged or bored. Introverted students differ from their more extroverted peers in terms of information processing, classroom behavior, and preferences regarding assignments and activities. As educators, we often ask ourselves whether we are doing all we can, as educators and advisers, to foster such students' learning and personal development, and this question is highly relevant in contemporary education. Introverts are thought to comprise approximately 40 percent of the student body. In addition, cultural background may foster behaviors similar to those observed in shy and/or introverted individuals. In this article, introversion, extroversion and shyness are compared and contrasted conceptually, as well as in terms of related social and academic behaviors and processes. The questions of whether introversion and shyness confer problematic traits, whether students should be helped to overcome or signature strengths, and whether they might be guided to develop further, are also addressed. Best practice guidelines intended to help nurse-faculty respond more helpfully to quiet students as educators and advisors are offered.

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Section: )mentioning

confidence: 99%

Section: Making Decisions About In-class Presentationsmentioning

confidence: 99%

Responding to introverted and shy students: Best practice guidelines for educators and advisors

Condon¹,

Ruth-Sahd²

2013

OJN

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“…Very few studies regarding the online nursing education environment have been reported, however, other authors have documented the occurrence of incivility in traditional learning environments. [2] Shaeffer [3] noted that consequences of incivility for nursing include the potential for academic incivility to "contribute to bullying in the workplace. .…”

Section: Introductionmentioning

confidence: 99%

Exploring nursing student and faculty perceptions of incivility in the online learning environment

McNeill¹,

Dunemn²,

Einhellig³

et al. 2016

JNEP

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Objective: The purpose of the study was to explore student and faculty perspectives regarding what constitutes incivility in the online learning environment (OLE). Online learning is increasingly prevalent in nursing education. Scant research describes characteristics of OLEs contributing to, or inhibiting, learning or affecting civility among learners/faculty. Educators must effectively manage uncivil behavior to reduce incivility in learning and work environments. Attribution theory is helpful in examining issues related to incivility. Methods and Results: Faculty (n = 34) and students (n = 44) reported perceptions of what constitutes incivility via an online survey, the Incivility in the Online Learning Environment (IOLE), an instrument described by Clark and colleagues. The groups reported somewhat different perceptions of the extent of incivility experienced but agreed on identification of uncivil behaviors. Both groups agreed that rude comments and name calling were definitely uncivil, however, several areas of disagreement existed between faculty and student groups as to other types of behaviors. For example, lack of timely feedback on assignments and an unclear syllabus were seen as incivility by students. High internal consistency (Cronbach's alpha of .98 on the faculty scale, and .96 on the student scale) was obtained for the IOLE in this sample. Qualitative comments regarding suggested ways to promote civility were similar from both groups, including role modeling and penalizing incivility; students emphasize the need for clearly stated course requirements. Conclusions: Best practices are essential for developing/delivering online courses and in orienting faculty and students regarding expectations for professional behavior online. Faculty development should focus on using best practices to ensure online courses incorporate essential components enabling accessibility and efficiency for students navigating through them. Attention to this unique and increasingly typical learning environment is essential to the goal of prevention of incivility in both learning environments and subsequently in workplaces.

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“…Students can feel defenseless, anxious, dehumanized, and angry in response. 13 In addition, nursing students who lack a positive connection with their teachers or mentors need more guidance and worry about making mistakes. 4 They also have difficulty distinguishing appropriate from inappropriate behaviors.…”

Section: Early Exposurementioning

confidence: 99%

Lateral violence

Schneider

2016

Nursing

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The effects of incivility on nursing education

Cited by 15 publications

References 2 publications

Responding to introverted and shy students: Best practice guidelines for educators and advisors

Responding to introverted and shy students: Best practice guidelines for educators and advisors

Exploring nursing student and faculty perceptions of incivility in the online learning environment

Lateral violence

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