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Types of Faculty Incivility as Viewed by Students in Bachelor of Science in Nursing Programs
Heidi Kathleen Holtz1, Susan M Rawl, Claire Draucker
1About the Authors Heidi Kathleen Holtz, PhD, RN, is a postdoctoral fellow, Johns Hopkins University Department of Bioethics and Nursing, Baltimore, Maryland. Susan M. Rawl, PhD, RN, FAAN, and Claire Draucker, PhD, RN FAAN, are professors, Indiana University School of Nursing, Indianapolis, Indiana. This work was supported by a 2016 National League for Nursing/Midwest Nursing Research Society Foundation Dissertation Award Grant. For more information, contact Dr. Holtz at hholtz1@jhu.edu.
Background:
Faculty incivility can negatively affect student learning outcomes and safe clinical performance, yet little is known about the types of faculty incivility experienced by students.
Aim:
The aim of this qualitative descriptive study was to describe common types of incidents of faculty incivility as reported by students enrolled in traditional bachelor of science in nursing programs.
Mehtod:
Qualitative descriptive methods were used to analyze the narratives of 30 students who had experienced incidents of faculty incivility.
Results:
A typology explicating the different ways students perceive faculty to be uncivil included six categories: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations.
Conclusion:
Nursing faculty and administrators can use the incident typology to guide discussions related to detecting, assessing, and preventing incivility in nursing education.
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