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

Abstract

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.

Nursing students and faculty perception of academic incivility: A descriptive qualitative study

“…'s study,[ 29 ] disrespecting students, and in Mohammadipour et al . 's[ 5 ] study, disrespect, physical threat, property damage, and physical violence were among the most significant uncivil behaviors of faculty from the students' perspective. The faculty's method for classroom management is critically influential in the incidence of such uncivil behaviors.…”

“…In fact, in many cases, incivility is a reciprocal process in which both the student and the faculty participate. [ 5 ] The results of studies on nursing students show that 88% of them have experienced faculty uncivil behaviors. [ 6 7 ] In addition to faculty, uncivil behaviors have become prevalent among nursing students in recent years, as in Canada,[ 8 ] the United States, and China, these behaviors are ubiquitous; however, in Oman, the incidence of such behaviors is moderate.…”

Psychometric evaluation of Iranian version of nursing faculty’s incivility questionnaire†

“…The second extracted factor was irresponsible behavior. This factor is measured by 8 items of quesstionnatre [3][4][5][6]8,10,12,15 that explain the irresponsible behavior well. In the model of incivility in nursing, these behaviors are defined as the end of the spectrum.…”

“…2 Inappropriate behaviors include failure to perform tasks, distracting others during meetings, refusing to communicate, marginalizing, excluding others, and participating in a secret meeting. 3 According to Mohammadpour et al, 4 61.8% of students had experienced uncivil behavior from faculty members in the past year. Rawlins 3 showed that teachers' incivility was described as four themes: "harmful to health, disruptions in teaching and learning, stress as a factor of aggravation and lack of motivation."…”