![[ Visit Client Website ]](images/banner.gif)
Learning Objective 1: 1. Gain insight into the phenomenon of incivility as experienced by nurse educators in a professional nursing program
Learning Objective 2: 2. Share experiences of how the problem of incivility among nursing students is addressed in own settings
Methods: A qualitative, descriptive design adopting a phenomenological approach was used in this study. Paricipants were nurse educators purposively sampled for experience and knowledge of phenomenon under study, providing data as individuals in face to face interview till data was saturated. Data analysis was mainly informed by the work of Tesch (1990) and Miles and Huberman (1984). Participation was voluntary, and discussions were confidential, with no names traceable to specific data.
Results: Nurse Educators indicated varying experiences with incivility among nursing students. The acts included late coming to class, cell phone use, noise, sleeping in class, classroom attendance fraud, fraud in assignments, examinations and tests, direct and indirect physical aggression, intimidation and verbal aggression through disputes, confrontations, inappropriate language and verbal threats and these were clustered in three sub-categories namely: disruptions, fraud and aggression. Various factors were thought to be contributing to the phenomenon in the nursing school and particularly in the classroom. Few of the factors included academic, psychological, pathological as well as social factors.
Conclusion: The acts of incivility among nursing students were viewed against professional and leadership imperatives for nursing, as these were believed to be affecting student-educator relationships, the quality of education and the professional future and leadership in nursing. Recommendations for preventing incivility or handling incivility when they occur were provided in the discussion