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Incivility behaviours exhibited by nursing students: Clinical educators’ perspectives of challenging teaching and assessment events in clinical practice
Journal article   Open access   Peer reviewed

Incivility behaviours exhibited by nursing students: Clinical educators’ perspectives of challenging teaching and assessment events in clinical practice

Patrea R Andersen, Margaret McAllister, Suzan Kardong-Edgren, Carrie Westmoreland Miller and Christopher Churchouse
Contemporary Nurse, Vol.55(4-5), pp.303-316
2019
DOI: https://doi.org/10.1080/10376178.2019.1634480
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Incivility behaviours exhibited by nursing students: Clinical educators’ perspectives of challenging teaching and assessment events in clinical practice702.19 kBDownloadView
Accepted VersionCC BY-NC V4.0,  Open Access
url
https://doi.org/10.1080/10376178.2019.1634480View
Published Version

Abstract

student incivility feedback nursing education clinical practice professionalism
Background: Clinical experience is an important component of nursing education that is largely managed by clinical educators. While highly competent clinicians, clinical educators may not have training or expertise in education and be ill-prepared to frame constructive feedback or manage performance issues. Of concern is the increase in the frequency and severity of student incivility and unprofessional behaviours in clinical education. The aim of this study was to determine the types and frequency of incivility and unprofessional behaviours exhibited by students, events that may trigger disruptive behaviour and situations that clinical educators find most challenging. An exploratory study was designed to investigate perspectives of nursing educators through online surveys and follow-up interviews. A total of 71 respondents from two Schools of Nursing within Australia and one in the United States participated. Results: Almost all participants had experienced student incivility and unprofessional behaviours in the previous 12 months. A significant antecedent for these behaviours was when a student received feedback perceived to be negative. Clinical educators with experience and qualifications in education reported more incidents and frequency of student incivility and unprofessional behaviour. Conclusions: Incivility and unprofessionalism is commonly reported from clinical educators. It is recommended that students, faculty and clinical educators act proactively to prevent these behaviours. Faculty and clinical educators need focused training and support to prevent, reduce and manage incivility and unprofessionalism. A four-step student feedback process is recommended so that students are empowered to better self-regulate behaviours. Impact statement: The research informs strategies to reduce incivility and unprofessional behaviour in clinical education, ultimately impacting positively on health and safety in clinical practice.

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