Abstract Text
Incivility is a major threat to nurse safety. Researchers have identified incivility as a problem in the nursing profession (Christie & Jones, 2013). A tragedy of incivility has been described as a psychological phenomenon decreased a nurse’s ability to deliver optimal patient care and compromised patient safety (Christie & Jones, 2013). Additionally, nursing students’ lack of status and power make them especially vulnerable to be victimized due to lack of hierarchy status (Christie & Jones 2013) Nursing students are particularly vulnerable to incivility, which may have led to further abuse and bullying. The continued bullying has resulted in students leaving the profession, adding to the nursing shortage (Clarke, Kane, Lafreniere, & Rajacich, 2012). Also, the negative effects of incivility toward student nurses mirror profession nurses’ uncivil behavior which may cause minor to severe psychological effects (Clarke, Kane, Lafreniere, & Rajacich, 2012). Victims of uncivil behaviors reported a decreased sense of well-being, physical health complaints, and depressive symptoms that resemble post-traumatic stress disorder (Dehue, Bolman, Vollink, & Pouwelse, 2012). A tragedy of the uncivil psychological phenomenon was that it decreased a nurse’s ability to deliver optimal patient care and compromised patient safety (Christie & Jones, 2013). This consequence is a direct correlation to the nursing shortage, which is an important concern for the profession (Shaeffer, 2013). Incivility may interfere with student nurses’ professional development in nursing school, and ultimately cause nurses to leave the nursing profession (Clarke, Kane, Lafreniere, & Rajacich, 2012, Rad & Moonaghi, 2016). Nursing students, in undergraduate and graduate settings, are particularly vulnerable to incivility. The education of incivility among nurses increased their level of awareness, and enhanced skills may (a) decrease the number of nurses leaving their first employment role, (b) diminish disruptive behavior, (c) combat the future nurse shortage, and (d) recruit additional nurses into the workforce (Embree, Bruner, & White, 2013). Subsequently, knowledge of the incidence of nurse-to-nurse incivility served as a guide for all workers to be accountable for incivility(Embree et al., 2013), Rad & Moonaghi, 2016)).
An innovative yet successful solution of cognitive rehearsal could be a milestone toward improving health-related outcomes and patient satisfaction metrics (Fehr & Siebel, 2016). The use of cognitive rehearsal could be the variable solution to teach nursing students the application of cognitive rehearsal in the workplace. One solution to impede incivility has involved using cognitive rehearsal (Griffin and Clark, 2014). Involved in four steps, cognitive rehearsal is a systematic approach to thinking that recognizes: awareness, automatic thoughts, processing new received information, and formulating a response against incivility (Griffin and Clark, 2014). The quantitative design which was used to test the assumption that cognitive rehearsal would help decrease the incidence of incivility. The use of the pretest and posttest surveys, provided evidence to support the application of cognitive rehearsal as a teaching-learning strategy. The statistical analysis used the one-way analysis of covariance (ANCOVA) test. The ANCOVA test examined the influence of the independent variable on the dependent variable using a regression analysis. The results of the ANCOVA were not significant, suggesting that there were not statistically significant differences in the STSS-W posttest scores between the groups while controlling for STSS-W pretest scores. The ancillary, independent sample t-tests were conducted and results indicated that there were not significant differences in the STSS-W scores between the two groups. A series of dependent sample t-tests were conducted and results indicated that there were significant differences between STSS-W pretest and posttest scores. Thus, time appeared to be a key factor in the change between test scores but the group placement did not seem to have a strong effect. The data revealed both similarities and differences from calculating the frequencies and percentages of the results. Future recommendations include: nurse educators and nursing students become aware of incivility and use caring behaviors in their experiences. Researchers recommended more diverse nursing participants and the need to study larger nursing school populations. The effort to like theoretical origins to incivility, will could clarify the conceptual frame of incivility (Oyeleye, Hanson. O’Connor & Dunn, 2013).
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An innovative yet successful solution of cognitive rehearsal could be a milestone toward improving health-related outcomes and patient satisfaction metrics (Fehr & Siebel, 2016). The use of cognitive rehearsal could be the variable solution to teach nursing students the application of cognitive rehearsal in the workplace. One solution to impede incivility has involved using cognitive rehearsal (Griffin and Clark, 2014). Involved in four steps, cognitive rehearsal is a systematic approach to thinking that recognizes: awareness, automatic thoughts, processing new received information, and formulating a response against incivility (Griffin and Clark, 2014). The quantitative design which was used to test the assumption that cognitive rehearsal would help decrease the incidence of incivility. The use of the pretest and posttest surveys, provided evidence to support the application of cognitive rehearsal as a teaching-learning strategy. The statistical analysis used the one-way analysis of covariance (ANCOVA) test. The ANCOVA test examined the influence of the independent variable on the dependent variable using a regression analysis. The results of the ANCOVA were not significant, suggesting that there were not statistically significant differences in the STSS-W posttest scores between the groups while controlling for STSS-W pretest scores. The ancillary, independent sample t-tests were conducted and results indicated that there were not significant differences in the STSS-W scores between the two groups. A series of dependent sample t-tests were conducted and results indicated that there were significant differences between STSS-W pretest and posttest scores. Thus, time appeared to be a key factor in the change between test scores but the group placement did not seem to have a strong effect. The data revealed both similarities and differences from calculating the frequencies and percentages of the results. Future recommendations include: nurse educators and nursing students become aware of incivility and use caring behaviors in their experiences. Researchers recommended more diverse nursing participants and the need to study larger nursing school populations. The effort to like theoretical origins to incivility, will could clarify the conceptual frame of incivility (Oyeleye, Hanson. O’Connor & Dunn, 2013).