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Perspectives on Neuroscience
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Systems Perspective for Incivility in Academia: An Integrative Review
Ann M Stalter1, Janet M Phillips, Jeanne S Ruggiero
1About the Authors Ann M. Stalter, PhD, MEd, RN, is an associate professor, Wright State University Department of Nursing, Dayton, Ohio. Janet M. Phillips, PhD, RN, ANEF, is director, RN to BSN Degree Completion Option and a clinical associate professor, Indiana University School of Nursing, Indianapolis, Indiana. Jeanne S. Ruggiero, PhD, RN, CNE, is an associate professor, New Jersey City University Nursing Department, Jersey City, New Jersey. Carol M. Wiggs, PhD, RN, CNM, AHN-BC, is an associate professor, University of Texas Medical Branch School of Nursing, Galveston, Texas. Josette Brodhead, PhD, MSHS, RNC-MNN, CNE, is an assistant professor of nursing, Daemen College, Amherst, New York. Kathleen Swanson, DNP, RN, is an assistant professor, School of Nursing College of Health Professions, North Dakota State University, Fargo, North Dakota. For more information, contact Dr. Stalter at ann.stalter@wright.edu.
Aim:
The purpose of this integrative review was to identify evidence of systems thinking on civility in academic settings.
Background:
Incivility is present in academic systems, including nursing education. What is learned in academia translates to the workplace. Systems-based solutions may promote quality and safety in health care.
Method:
Whittemore and Knafl's integrative approach guided this study.
Results:
Forty-nine articles were reviewed. Themes emerged describing incivility in nursing as embedded within layers of a performance-driven, oppressive hostile bureaucracy, trickling down, instilling fear, and reinforcing uncivil behavior among and between members. Other themes defined faculty-to-faculty and faculty-to-student incivilities, reasons for it, reactions to it, and suggestions for improved civility.
Conclusion:
The systems awareness model is offered as a means of promoting civility in nursing education. A lack of evidence to support how incivility in academia transfers to quality and safety in practice settings is identified as a gap for future study.
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