Incivility in the practice environment: A perspective from clinical nursing teachers

This paper advances a notion of incivility as a precursor to a continuum of antisocial acts culminating in bullying behaviour. Clinical teachers (CTs), working with undergraduate nursing students in a variety of clinical settings from a large urban centre, were studied. Using a mixed method design,...

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Bibliographic Details
Published in:Nurse education in practice 2012-11, Vol.12 (6), p.366-370
Main Authors: Hunt, Cindy, Marini, Zopito A.
Format: Article
Language:English
Subjects:
Acute services
Adult
Aged
Aggression
Behavior
Bullying
Bullying - psychology
Civility
Classroom Environment
Clinical nursing
Conceptual models
Cooperative learning
Dance
Eating Disorders
Education
Faculty, Nursing
Female
Humans
In/civility
Interprofessional Relations
Job Satisfaction
Literature Reviews
Male
Mental health
Middle Aged
Mixed methods research
Models, Psychological
Narration
Narratives
Negative Attitudes
Nurse tutors
Nurses
Nursing
Nursing education
Nursing Education Research
Nursing Methodology Research
Nursing practice
Social Status
Subtypes
Teachers
Teaching
Teaching Methods
Urban Health Services
Work environment
Workplace
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Summary:This paper advances a notion of incivility as a precursor to a continuum of antisocial acts culminating in bullying behaviour. Clinical teachers (CTs), working with undergraduate nursing students in a variety of clinical settings from a large urban centre, were studied. Using a mixed method design, CTs were asked to define and describe the nature, type and frequency of uncivil encounters. Data was collected across four practice settings, which included, acute care, maternal child, community and mental health. To unpack the complex nature of incivility we applied a conceptual model based on bullying behaviour which permitted us to analyze CTs narratives for both form (i.e., direct vs. indirect incivility) and function (i.e., reactive vs. proactive). The results suggest that indirect incivility was the most prevalent subtype narrative reported. One of the implications of this study is that nurse educators can help new clinical students recognize the different subtypes of in/civility in the practice environment as an essential first step before targeted intervention programs can be developed and implemented to create civil learning and safer working environments.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2012.05.001