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Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession Tamara Lynette Williams Walden University

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Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession Tamara Lynette Williams Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession Tamara Lynette Williams Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Tamara Lynette Williams has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Elizabeth Bruch, Committee Chairperson, Education Faculty Dr. Janet Reid-Hector, Committee Member, Education Faculty Dr. Keren Meister-Emerich, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession by Tamara Lynette Williams MSN, Walden University, 2009 BSN, Concordia University, 1998 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2017 Abstract Incivility disrupts the learning environment for nursing students and faculty, and contributes to the national nursing shortage since many nursing faculty reportedly leave academia because of disruptive student behaviors. Academic leaders at a midwestern college of nursing are concerned by the increasing number of students engaging in uncivil behaviors and are seeking solutions. Using Clark’s conceptual model, which holds that incivility can be mitigated with effective communication and engagement, this qualitative case study was designed to understand what faculty perceive as the cause of student incivility, and what actions they believe would decrease these uncivil behaviors. Data were collected from semi-structured interviews with 10 purposefully selected faculty members who met the established criteria for participation. The data were transcribed, member checked, and coded for emerging themes. Coding was completed using an open and axial coding process. Nursing faculty communicated a lack of knowledge regarding how to address student incivility, and expressed not feeling properly skilled to defuse uncivil encounters. Five major themes emerged, as follows: classroom expectations, caring culture, organizational support, orientation, and student entitlement. A 3-day professional development workshop on managing student disruptive behaviors and promoting civility within the learning environment was developed as the project outcome. Addressing incivility by learning effective ways to respond, manage, and diminish disruptive behaviors has the potential to positively impact the nursing profession, the patients in nurses’ care, and the healthcare system. Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession by Tamara Lynette Williams MSN, Walden University, 2009 BSN, Concordia University, 1998 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2017 Dedication I dedicate this work to my grandmother, the strongest woman I know. Your amazing grace, style, and class showed me all I wanted to become. You taught me to hold my head up high and love my life and all that God has given me. There is not a day that goes by that I do not smile with gratitude from the light you brought into my life. Acknowledgments To God, through whom all things are possible. To my husband, thank you for being my number one fan. To my amazing family, friends, and colleagues who supported me immensely through this long, sometimes frustrating process. I cannot thank you enough for being by my side for these past several years. Your kind words of encouragement kept me going when I felt like giving up. Dr. Bruch (committee chair), I cannot thank you enough for being my guiding light throughout this process. Your kind, encouraging spirit were deeply appreciated during this process. Dr. Reid-Hector (second committee member), your meticulous feedback and attention to detailed allowed me to become a better writer. Dr. Meister- Emerich (university research reviewer) your expertise strengthened my study. Table of Contents List of Figures ......................................................................................................................v Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 Definition of the Problem ..............................................................................................2 Rationale ........................................................................................................................4 Evidence of the Problem from the Professional Literature ..................................... 4 Student Factors........................................................................................................ 5 Faculty Factors ........................................................................................................ 7 Institutional Factors ................................................................................................ 8 Evidence of the Problem at the Local Level ........................................................... 9 Definitions....................................................................................................................10 Significance..................................................................................................................11 Guiding Research Questions ........................................................................................13 Review of the Literature ..............................................................................................13 Research Strategy.................................................................................................. 13 Conceptual Framework ......................................................................................... 15 Workplace Incivility ............................................................................................. 20 Bullying................................................................................................................. 22 Nursing: The Early Years ..................................................................................... 23 Academic Incivility ............................................................................................... 24 Effects of Incivility ............................................................................................... 25 i Contributing Factors ............................................................................................. 27 Faculty................................................................................................................... 28 Institutional Factors .............................................................................................. 30 Consumerism ........................................................................................................ 31 Implications..................................................................................................................32 Summary ......................................................................................................................33 Section 2: The Methodology ..............................................................................................36 Introduction ..................................................................................................................36 Research Design...........................................................................................................36 Sample Selection ..........................................................................................................38 Research Site ................................................................................................................40 Role of the Researcher .................................................................................................40 Data Collection ............................................................................................................41 Data Analysis ...............................................................................................................43 Interview Results and Analysis ............................................................................. 44 Themes .................................................................................................................. 56 Evidence of Quality .....................................................................................................58 Summary ......................................................................................................................59 Section 3: The Project ........................................................................................................61
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