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

This study aimed to synthesize the best available qualitative research evidence on nurse educators’ experiences with student incivility in undergraduate nursing classrooms. A meta-synthesis of qualitative evidence using thematic synthesis was conducted. A systematic search was performed of 12 databases for relevant literature published by March 31, 2019. Two reviewers independently conducted critical quality appraisals using the checklist for qualitative research developed by the Joanna Briggs Institute. Eleven studies that met the inclusion criteria were selected for review. From the pooled study findings, 26 descriptive themes were generated and categorized into the following 5 analytical themes: (1) factors contributing to student incivility, (2) management of student incivility, (3) impact: professional and personal damage, (4) impact: professional growth, and (5) initiatives for the future. Many nurse educators became confident in their role of providing accountability as both educators and gatekeepers and experienced professional growth. However, others experienced damage to their personal and professional life and lost their motivation to teach. Nurse educators recommended the following strategies for preventing or better managing student incivility: institutional efforts by the university, unified approaches for student incivility within a nursing program, a faculty-to-faculty network for mentoring, and better teaching and learning strategies for individual educators. These strategies would help all nurse educators experience professional growth by successfully preventing and managing student incivility.

Identification of Enablers for Reducing Student Incivility in Classrooms-An Exploratory Investigation

Objective: There is a growing concern about student incivility in classrooms among academicians and institutional leaders. This study humbly tried to identify various enablers for reducing student incivility in classrooms through an exploratory investigation.Methods: This study uses empirical qualitative methods of investigation in a higher educational institution based at Delhi, NCR, INDIA. The authors have conducted open-ended, unstructured interviews with 8 faculty members of various departments of the institution.Results: This study able to develop three major themes and twelve sub themes as enablers to reduce student incivility in the classroom.Implications: The thematic map shall help the faculties and policy makers to integrate various mechanisms to control student incivility in classrooms.Theoretical and Managerial Contributions: This research has several contributions which would add to the existing body of knowledge. Firstly, this study explores various enablers which can reduce student incivility behaviours in classrooms. It also develops various propositions along with the thematic map that can be empirically investigated further. Additionally, this study attempts to link course planning, course scheduling, course content, scope for participation, giving breaks in between, norms and rules policy, transparent evaluation, applications of the subject, mutual agreement, counselling, live/group based projects, human touch which can result in student-centric pedagogy development, deep engagement in learning process and social accountability which will be an important extension of existing literature on higher education. The research offers valuable insights to academicians, institutional leaders by providing various enablers which can be used to reduce student incivility behaviours in the classroom level and developing the students as good citizens of the country and nurturing the young brains with the true spirit of innovation and ideas. As a result, teachers would be able to develop and maintain healthy and cordial relationships with the students which can result in reducing uncivil behaviours, burn outs, counterproductive work behaviour, attrition rates at the classroom context.Key Words：student incivility, academicians, institutional leaders, qualitative

Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory

We investigated student perceptions of instructor responses to classroom incivility with a 2 (passive or active student incivility) x 2 (instructor avoidance or bald-on-record response) experimental design. Undergraduate students (n = 281) were randomly assigned to view one of four videos of an incivility incident. They then evaluated the instructor’s behavior with respect to her credibility (competence, caring, and trustworthiness) and effectiveness, as well as how motivating the instructor was. Results indicated that when students in the video engaged in active incivility, bald-on-record responses in comparison to avoidance were considered to be more motivating and effective, and resulted in higher perceptions of instructor caring and trustworthiness. In the passive incivility condition, instructor response did not predict any outcome variable except trustworthiness.

Exploring Faculty Perceptions of Student Incivility in Social Work: Results from a National Survey

The literature suggests that incivility is a growing problem in college classrooms, but few studies have examined incivility within social work programs. Using a national sample of social work instructors (n=327), this study examined faculty experiences with social work student incivility in both undergraduate and graduate education. Results showed that some behaviors often deemed disrespectful or inattentive do occur in social work classrooms, and they occur more frequently in undergraduate classes than graduate classes. Although rare, hostile behaviors were also reported by faculty. Discussion of these findings includes recommendations for addressing incivility in the context of preparing social work students for professional practice.