Prelicensure Nursing Faculty's Motivations for Remaining in Academic Roles Following Student Incivility

Area of Science:

• Nursing Education
• Academic Profession
• Qualitative Research

Background:

• Student-to-faculty incivility is a known issue that can lead faculty to consider leaving their positions.
• Understanding faculty retention is crucial for maintaining the quality of nursing education.

Purpose of the Study:

• To explore the motivating factors that encourage undergraduate nursing faculty to remain in their roles.
• To investigate the impact of student incivility on faculty retention in nursing programs.

Main Methods:

• Qualitative, descriptive pilot study design.
• Semi-structured interviews with seven undergraduate nursing faculty members.
• Thematic analysis to identify key themes related to motivation and incivility.

Main Results:

• Three major themes emerged: types of student incivility, intrinsic motivating factors, and extrinsic motivating factors.
• While three faculty members considered leaving academia due to incivility, all ultimately remained in their positions.
• Identified specific intrinsic and extrinsic factors that contribute to faculty persistence.

Conclusions:

• Despite experiencing student incivility, undergraduate nursing faculty are motivated to stay by a combination of intrinsic and extrinsic factors.
• These findings highlight the resilience of nursing faculty and the importance of supportive factors in academic settings.
• Further research can explore interventions to mitigate the impact of incivility and enhance faculty retention.