"I've had horrible things said about me": An inductive content analysis of nursing academic experiences of contra-power harassment from undergraduate nursing students

"It is Essentially About Treating Each Other Well": Insights from Faculty on Incivility in Nursing Education

STUDY BACKGROUND

Incivility in nursing educational institutions, which may be perpetrated by both students and faculty, is troubling given that such institutions have a mandate to prepare students for caring, relational nursing practice.

PURPOSE

The purpose of this study was to contribute to understanding nursing academic incivility through an examination of nursing faculty's perspectives on student and faculty incivility.

METHODS

The study was conducted using a mixed methods, descriptive, survey design with collection and analysis of quantitative and qualitative data. The sample consisted of 52 faculty members.

RESULTS

A large majority of faculty thought that incivility in the nursing academic environment is a problem, with most considering it to be a mild or moderate problem. Students acted unprofessionally by showing disrespect, displaying superiority, engaging in disruptive behaviors, or not taking responsibility for their role in their learning. Faculty acted unprofessionally by showing disrespect, displaying superiority, or not being supportive. Faculty perceived that stress, personality, failure to deal with incivility, and an attitude of entitlement contributed to incivility. They thought that educational interventions, policies, and an academic environment that is conducive to civility are needed to address the problem.

CONCLUSION

Until evidence is available to support the effectiveness of interventions for academic incivility, nursing educational institutions are encouraged to implement strategies suggested by faculty in this study.

A Descriptive Study Examining the Correlation of Emotional Intelligence and Leadership Styles to Conflict Management Styles of Nursing School Administrators

AIM

This study aimed to identify if a correlation exists among trait emotional intelligence (EI), leadership styles, and conflict management styles used by nurse education administrators.

BACKGROUND

Nursing is fraught with incivility, bullying, and increasing physical aggression. Conflict surrounds nurses at every level. EI and leadership styles in nursing have been addressed. Few studies were found that addressed conflict management by nurse education administrators.

METHOD

A quantitative nonexperimental correlational design using discriminant analysis was used in this study.

RESULTS

Trait EI factors of emotionality and sociability correlated with conflict management styles. Leadership styles and conflict management styles were situational; management styles of integrating and compromising were underused in conflict situations.

CONCLUSION

Nurse education administrators are in a position to become disruptive innovators in changing the nursing culture. The increased use of conflict management styles of integrating and compromising can help address incivility and bullying.

The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study

Postgraduate students are required to undertake a series of research assignments. Research self-efficacy is regarded as the sense of faith in their ability to accomplish research tasks. However, it is unclear how research self-efficacy plays a role in second-year nursing postgraduate students who have been enrolled for a period of time and have not yet met graduation requirements. This study aims to explore the sources of second-year nursing postgraduate students’ research self-efficacy in response to research tasks. A descriptive phenomenological approach was used in this study. A total of 13 second-year nursing postgraduate students participated in semi-structured interviews using a purposive sampling method. Content analysis was applied to analyze the interview data after verbatim transcription. Participants stated that they had gained a great deal of support but were somewhat less confident. Three themes were refined: (a) intrinsic sources of research self-efficacy (differences in cognitive ability, internal driving force, with successful experience), (b) extrinsic sources of research self-efficacy (family support, peer support, mentor support), and (c) unmet support may cause low self-confidence (inadequate self-support, inadequate extrinsic-support, lack of motivation from successful experiences). The postgraduate students in this study accepted the objectives of the master’s training and actively practiced research exploration. They were motivated to persevere through their internal and external support, albeit with some negative aspects that deserve our attention. Interventions for postgraduate students’ cognitive awareness, constant support during their postgraduate career, and finally, guiding summaries may have a positive impact on their self-efficacy.

Developing a Theory of Norm-Criticism in Nursing Education

In this article, we explore the core concepts of norm-critical pedagogy developed in Sweden and only recently applied to nursing education praxis. These concepts, norms, power , and othering , are defined and demonstrated with exemplars from recent nursing education research. The theoretical model illustrates the ways in which these elements articulate in relationship to each other in nursing education praxis in ways that are dynamic, interlocking-like the gears of a clock-and resistant to interruption. We discuss the potential of a structurally oriented critical reflexivity-an equal and opposite force to the motion of the gears-to interrupt their motion.

Motivation as a facilitator of self-leadership in nurse academics

Background

Although working in an academic environment can be rewarding and fulfilling, there are instances when nurse academics are exposed to situations that can negatively affect their motivation to teach. Few studies have been conducted regarding how motivational factors can facilitate self-leadership in nurse academics at academic nursing institutions. This study is aimed at developing guidelines to facilitate nurse academics’ self-leadership.

Methods

The study employed an exploratory sequential mixed methods design with nurse academics teaching at higher education institutions in two provinces of South Africa. The findings of an integrative literature review, qualitative data from four focus group interviews with nurse academics, quantitative data from 265 nurse academics, field notes, and supportive literature were used to develop the guidelines. The guidelines were validated by field experts using set criteria.

Results

Phase 1 and Phase 2 results were integrated and discussed as a narrative. Concluding statements were subsequently drawn from the data. Guidelines that could facilitate nurse academics’ self-leadership were generated from the concluding statements. This article focuses on two validated guidelines related to the factors that motivate nurse academics in developing self-leadership characteristics. The influence of intrinsic and extrinsic factors was a strong motivator for self-leadership development.

Conclusion

Nurse academics are discouraged from relying on extrinsic factors for motivation, instead they are encouraged to utilise intrinsic factors that encourage deep fulfilment, knowledge, feelings of meaningfulness and competence.