Nurse educators’ experiences with student incivility: a meta-synthesis of qualitative studies

Abstract

Purpose: This study aimed to synthesize the best available qualitative research evidence on experiences of nurse educators with student incivility in undergraduate nursing classrooms. Methods: A meta-synthesis of qualitative evidence using thematic synthesis was conducted. A systematic search was performed of 12 databases for relevant literature with a publication date limit of March 31, 2019. Two reviewers independently conducted critical quality appraisals using the checklist for qualitative research developed by the Joanna Briggs Institute. Results: Eleven studies that met the inclusion criteria were selected in the review. From pooled study findings 26 descriptive themes were generated and categorized into the following 5 analytical themes: (i) contributing factors to student incivility, (ii) management of student incivility, (iii) impact: professional and personal damage, (iv) impact: professional growth, (v) initiative for the future. Conclusions: Many nurse educators became confident in their role accountability as both an educator and a gatekeeper and experienced professional growth. However, others experienced damage to personal and professional life and became demotivated for teaching. Nurse educators recommended strategies for preventing or better managing student incivility: institutional efforts of a university, unified approaches for student incivility within a nursing program, a faculty-to-faculty network for mentoring, and a better teaching and learning strategies of an individual educator. These strategies would help all nurse educators experience professional growth by successfully preventing and managing student incivility.

Perceived Incivility and Stress of Final Year Nursing Students

“…As suggested by a previous study (Clark & Ritter, 2018), faculty and student representatives should be involved in developing the rules or policies, which should then be reviewed by the appropriate university support departments (including legal). A systematic review study further suggested that essential principles for addressing incivility included maintaining professional behavior between the educator and the students (Park & Kang, 2020). In addition, Park and Kang mentioned that a healthy relationship between educators and students is maintaining professional boundaries and demonstrating mutual respect.…”

“…Moreover, based on a meta-analysis of 11 qualitative studies, Park and Kang discovered that common forms of incivility include side conversations during class, tardiness or early departure, and disagreements during test reviews (Park & Kang, 2020). In addition, more severe incivility, including verbal or nonverbal threats and aggression, were reported (Park & Kang, 2020).…”

“…Moreover, based on a meta-analysis of 11 qualitative studies, Park and Kang discovered that common forms of incivility include side conversations during class, tardiness or early departure, and disagreements during test reviews (Park & Kang, 2020). In addition, more severe incivility, including verbal or nonverbal threats and aggression, were reported (Park & Kang, 2020). Park and Kang also revealed that nurse educators experienced physical exhaustion, emotional stress, and psychological issues during and after incidents of student incivility (Park & Kang, 2020).…”

“…In addition, more severe incivility, including verbal or nonverbal threats and aggression, were reported (Park & Kang, 2020). Park and Kang also revealed that nurse educators experienced physical exhaustion, emotional stress, and psychological issues during and after incidents of student incivility (Park & Kang, 2020).…”

Can nursing educators learn to trust the world’s most trusted profession?

“…Students’ experiences of faculty bullying are globally documented (Prato & Del Prato, 2013; Seibel et al, 2018). The mantra that students are rights‐armed, all‐powerful consumers of the higher education ‘product’, has now emboldened contra power harassment (Christensen et al, 2020; Lampman et al, 2009) where bullying and intimidation of faculty and mentors by students is growing (Park & Kang, 2020). Faculty bullying is so ‘systemic and pervasive’ (Edmonson & Zelonka, 2019, p. 274) as to be barely remarkable (Thompson & Darbyshire, 2013).…”