Nursing student incivility: The experience of nursing faculty.

摘要

In a time where the academic nursing community is experiencing a shortage of nurse educators, having a safe, non-hostile work environment is crucial to recruitment and retention of nurse educators. Understanding faculty experiences with nursing student incivility will assist in creation of a workplace environment that is less violent and promotes psychological and physical well being of faculty. Understanding faculty experiences could generate policy development regarding student incivility, violence prevention programming, and increased faculty support mechanisms to address student incivility in schools of nursing.;Martin Heidegger's approach to hermeneutic phenomenology was used as a philosophical framework for this phenomenological study on the lived experience of being a nursing faculty member who has encountered an extreme form of nursing student incivility. Participants were enrolled using a combination of snowball and purposive sampling. Sixteen participants participated in audio-taped face to face interviews in which they provided narratives of interactions with uncivil students. Participants were employed as adjunct faculty, full time faculty, and directors in pre-licensure programs that prepare registered nurses.;Data were collected until data saturation was achieved. Narrative texts were analyzed for common themes that represent what it means to be a nursing faculty member who had encountered an extreme form of nursing student incivility. A modified version of Nancy Diekelmann's (1992) interactive team approach was used to guide data analysis. Six final themes emerged for the study: Discovering student issues, Perceiving the potential for violence, Engaging in a self interpretive process, Growing as a nurse educator, Feeling alone as a gatekeeper, and Recognizing there's something to be learned. The overall pattern for the study was identified as: Dwelling with a sense of being alone while moving towards understanding.;The study findings have significant implications for nursing education, nursing education administration, nursing practice, and nursing science. This study supports and expands upon current literature on faculty experiences with nursing student incivility (Lashley & de Meneses, 2001, Luparell, 2004).