Academic Incivility Research Articles

Academic incivility and bullying as risks for suicide, self-destructive behaviors, and harm to others

Bullying and academic incivility are significant public health issues associated with serious mental health outcomes and harmful behaviors for both perpetrators and victims. In this quantitative study, academic incivility and prior bullying experiences related to suicidality, self-destructive behaviors, and harm to others were explored. Higher education students (N = 534) reported their experiences with bullying and academic incivility and subsequent coping responses related to suicidal ideation, self-injury, substance misuse, and intent to harm others through self-report using the 34-item Coping Responses for Academic Incivility Scale (CRAIS). Findings of the study indicate that students who experienced bullying in K-12 education or academic incivility in higher education, especially those reporting being a bully or bully-victim, were more likely to endorse suicidalideation, self-destructive behaviors, and harm to others than participants who had not. Individuals who experienced both bullying and academic incivility demonstrated the greatest risk of these outcomes. The serious nature of these outcomes on physical and mental health indicates a need for proactive policies and procedures to address these behaviors and enhanced screening and treatment for affected individuals.

Perception and Contributing Factors of Academic Incivility Among Undergraduate Nursing Students in India

Introduction Academic incivility in students has the potential to undermine the learning process because it affects both the perpetrator and the educator. This results from the reduced trust between students and faculty resulting in a reduction in productivity, thereby impeding the learning process. Objectives The study was conducted to understand the perception and factors contributing to academic incivility among undergraduate nursing students. Methods A descriptive cross-sectional survey was conducted. A total of 250 undergraduate nursing students studying in three nursing colleges in India participated in the study. A convenience sampling approach was used to recruit the participants. A 13-item Uncivil Behavior in Clinical Nursing Education (UBCNE) tool was used to collect the data. Results The study found that 7.56% of the sampled nursing students always indulged in uncivil behavior, 9.51% of them often indulged in uncivilized activities, while 20.06% of them reported sometimes indulging in uncivil behavior. This means that 37.45% of the nursing students sampled engaged in some forms of uncivil behavior. In contrast, the study found that 62.55% of the nursing students never indulge in uncivilized activities. The contributing factors of academic incivility were the academic setting, the student's academic preparation, the teacher's attitude, emotional disturbance, substance abuse, cultural issues, and social issues. There was no significant association between the demographic variables and the level of perception on academic incivility among nursing students at p < .05. Conclusion It is important to understand the perceptions and factors that predispose students to engage in uncivil behavior given the prevalence of this educational challenge. Corrective strategies are needed to educate the perpetrators about the ill effects of their actions.

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

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. 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. 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. 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. 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.

The development of the Academic Incivility Scale for higher education

The development of the Academic Incivility Scale for higher education

Translation and validation of the Italian version of the incivility in nursing education-revised scale

BackgroundIncivility in nursing education is present worldwide and impacts all those involved and the teacher-student relationship. The revised Incivility in Nursing Education (INE-R) is a validated and reliable instrument to measure academic incivility, but it is not available in Italian language. The aim of the study was to translate and validate the INE-R tool with an Italian sample. MethodsThe INE-R was translated from English into Italian, culturally adapted and piloted for content and linguistic clarity. The questionnaire was administered online to Nursing Faculty (NF) and Nursing Students (NS) of Sapienza University of Rome to assess uncivil behaviors and their frequency of occurrence. The psychometric properties of the Italian version were investigated. Results79 Italians participated, of which 63.3 % were NS. Four-factor models provided the best fit for NF and NS scales. The models explained 78.2 % (NF) and 73.2 % (NS) of the variance of the scales. The Root Mean Square Error of Approximation for both models was 0.07, indicating an acceptable fit. INE-R reliability for all 48 NF and NS incivility items was 0.962 and 0.954, respectively. Measuring the degree of incivility and establishing codes of conduct were recommended. ConclusionsIncivility in nursing education negatively impacts the teaching-learning environment and could cause emotional or physical distress for those involved. Zero-tolerance policy regarding incivility, routine evaluation, and raising awareness among students and faculty could improve the quality of academic settings. The Italian INE-R is a valid and reliable tool that can be used to evaluate incivility in Italian nursing programs.

Qualitative study of academic incivility in Jordan: Nursing student and faculty perceptions

Qualitative study of academic incivility in Jordan: Nursing student and faculty perceptions

Online prelicensure nursing students' experiences of academic incivility during COVID-19: A qualitative inquiry.

The aim of this study was to describe online prelicensure nursing students' experiences of incivility during COVID-19. Qualitative descriptive. Five optional open-ended questions were presented to nursing students to share their experiences with incivility during the pandemic. Data were collected from September to October 2020 as a part of a larger multimethod study on stress, resilience and incivility with nursing students and faculty (n = 710) from a large public undergraduate nursing programme in the southwestern United States. Out of the initial 675 students who completed the survey, 260 individuals responded to three or more of the open-ended questions which were reviewed and coded using reflexive thematic analysis. Thirteen themes were organized into four analytical categories: (1) experiencing incivility, (2) causes and consequences of incivility, (3) the pandemic and academic incivility and (4) promoting civility in the academic setting. Prelicensure nursing students perceived unrealistic expectations, a lack of awareness and miscommunication hindered academic performance, as well as, created feelings of stress, discouragement and inadequacy. Fostering academic civility during virtual educational experiences may require training in proper coping strategies when challenged with incivility. As the body of research emerges concerning the effects of COVID-19 and undergraduate nursing education, understanding prelicensure students' experiences of academic incivility could prove to be beneficial to designing strategies co-created with students to promote positive educational outcomes. Understanding students' viewpoints of uncivil experiences revealed prioritizing civility awareness is essential in creating healthy academic environments, improving clinical performance and providing safe patient care. The COREQ (COnsolidated criteria for REporting Qualitative research) checklist was used. No patient or public contribution.

Nursing students and faculty perception of academic incivility: A descriptive qualitative study.

Incivility is one of the significant challenges that affect nursing education. Uncivil behaviors have a significant upward trend compared to the past in nursing education. This study was conducted to explore academic incivility from the perspective of nursing students and faculty. This study was conducted in 2021 using a descriptive qualitative method. Fifteen baccalaureate nursing students and six faculty were selected using purposeful sampling method. Data was collected through in-depth semi-structured interviews, and a qualitative content analysis was applied for data analysis. Data analysis revealed four categories, namely, ineffective teaching-learning, inapposite/unreasonable requests, behaviors disrupting mutually respectful environment, and academic dishonesty, and 14 subcategories. To reduce incivility, closer attention needs to be paid to the admission of faculty as well as training them to use effective communication techniques and interactive teaching methods. In addition, nursing students must be provided with the training about uncivil behaviors. Furthermore, clear and precise rules and regulations concerning incivility incidence should be developed and implemented in the universities.

Nursing academic incivility awareness among ADN nursing students

As the cultural dynamics within our world are rapidly changing, the need to maintain a sense of civility is essential. Academic incivility is occurring at an alarming rate in higher education and is undermining nursing education and practice. The purpose of this research project was to identify if nursing students perceived awareness of uncivil behaviors was altered after attending an educational session on incivility. A quantitative, quasi-experimental, pre post study was conducted with nursing students in the third semester of an Associate Degree Nursing program. Although the paired t-test did not find statistical significance, awareness of the problem became evident. Nineteen student nurses from a small community college in the Midwest participated in this study. Continued research is warranted to identify approaches to increase awareness of incivility and in minimizing these behaviors for the future of our nursing profession.

Disruptive Academic Behaviors: The Dance Between Emotional Intelligence and Academic Incivility.

This study aims to better understand the perceptions and experiences related to incivility by students and faculty across multiple academic programs and respondent subgroups at a regional university in the southern United States. The study used a thematic analysis to examine student and faculty responses to three qualitative questions that focused on their perceptions of recent experiences and primary causes of incivility in higher education. Clark’s (2007, revised 2020) Conceptual Model for Fostering Civility in Nursing Education and Daniel Goleman’s (1995) Emotional Intelligence domains were used to give meaning and context to the study findings. For this group of respondents, the study found that incivility in higher education between faculty, students, and faculty and student relationships remain pervasive. Despite the global pandemic and social unrest occurring during the study period, these behaviors did not coalesce around a specific subgroup. Both faculty and students agreed that relationship management with a keen focus on communication could mitigate academic incivility. These findings can inform educators, students, and future researchers in planning meaningful interventions that address incivility in higher education. A relational approach centered on communication skill-building is needed to combat the persistent issue of incivility in higher education.

Nursing faculty experiences with student incivility in South Korea: a qualitative study

BackgroundStudent academic incivility is a serious problem in nursing education because it negatively influences the learning process, wellbeing of faculty members, and faculty–student relationships. The aim of this study was to explore nursing faculty experiences related to student incivility in nursing education.MethodsWe used an exploratory qualitative methodology and conducted in-depth interviews with 14 nursing faculty members working at 11 nursing universities in South Korea. A qualitative content analysis was carried out.ResultsThe six themes that emerged from the faculty experiences were nursing student indifference to teachers’ expectations; ignoring behavioral standards in school life; differing responses to uncivil student behavior; self-reflection as a nursing educator; negative impact on faculty in a nursing education context; and awareness of civility in a nursing education context.ConclusionDealing with student academic incivility in nursing education is one of the most challenging tasks for faculty members, and it should be managed to provide a comfortable learning environment. The present study delineated the uncivil behavior experienced by the faculty and their negative effects in the educational context and suggested alternatives to manage student incivility and foster a positive educational environment through the eyes of the faculty. The findings of this study suggest an evidence-based direction for fostering a culture of civility in nursing schools.

Academic Incivility: What Can I Do?

Academic bullying and harassment are all too common, and institutional reactions are often inadequate. Although reports often focus on what the targetsof bullying can do to protect themselves, it is important to acknowledge that all members of the scientific community can and must address academic bullying. If witnesses to harassment, members of investigative committees, journal editors, other gatekeepers, and individuals at every level of the scientific community all leverage their knowledge and power to combat bullying, we can create a safer and more civil scientific environment.

Academic incivility on job satisfaction and depressivity: can supervisory support be the antidote?

PurposeAcademia is known for its high competitiveness, with prestige and diverse responsibilities and achievements being decisive determinants of success resulting in academic incivility. This paper extends Lazarus and Folkman's theory of stress by examining the moderating role of interpersonal justice (IJ) , as supervisory support, on academics' job satisfaction and depressivity.Design/methodology/approachThe study recruited 185 academics from a public university in Malaysia to participate in a survey. Using the partial least squares- structural equation modeling (PLS-SEM) analysis, academic incivility was negatively related to job satisfaction, whilst positively related to depressivity.FindingsAs hypothesized, it was found that the predicted detrimental effect of academic incivility on job satisfaction was buffered by perceiving high IJ from their immediate supervisors, i.e. deans or heads of department. An unanticipated finding was that there was a stronger relationship between academic incivility and depressivity for those academics who perceived high supervisory IJ.Practical implicationsFurther, academic management can formulate and revise zero-incivility policies and promote awareness explaining the detrimental impacts of incivility, despite support systems in academia.Originality/valueThis study provides the first empirical evidence showing the differential impact of supervisory IJ on two conditions of incivility–well-being relationships. Work culture and various sources of incivility should be considered for future research.

The Italian validation of the revised Incivility in Nursing Education survey: preliminary results

Abstract Background Incivility in nursing education is defined as rude or disruptive behaviors that can result into psychological or physiological distress for the people involved. Therefore, academic nursing incivility may seriously impact the nursing profession. The revised Incivility in Nursing Education (INE-R) is a validated instrument to measure academic incivility, but it is not available in Italian language. The aim of the study is to translate and validate the INE-R survey instrument with an Italian sample. Methods The Italian version of the INE-R survey was piloted for content and general linguistic clarity. It is currently administered online to nursing faculty (NF) and nursing students (NS) of Sapienza University of Rome. The survey explores uncivil behaviors and their frequency of occurrence among NF and NS. It also collects suggestions for improving the level of academic civility. Results To date, 33 responders (8 NF and 25 NS) have completed the survey, of which 45,5% consider incivility in their department a moderate problem. A common NF uncivil behavior was canceling class without warning (39%), while arriving late for class was common among NS (40%). The top strategies to improve the level of civility in nursing education are the adoption of codes of conduct that define acceptable and unacceptable behaviors (39%) and the provision of training for effective communication and conflict negotiation (33%). The main consequences of incivility in nursing education are inappropriate teaching practice and poor quality education (54,5%). Conclusions Incivility in nursing education negatively affects teaching-learning process and can lead to emotional, or physical distress for faculty staff and students. There is therefore a need for specific policies and continuous monitoring on academic incivility to guarantee a healthy work and study environment. It is important to raise awareness among students and faculty while adopting zero-tolerance policy regarding incivility. Key messages Incivility in nursing education negatively affects teaching-learning process and can lead to emotional, or physical distress for the individuals involved. There is a need for specific policies and continuous monitoring on academic incivility to guarantee a healthy work environment.

Nurse educator academic incivility: a qualitative descriptive study.

The aim of this study was to explore nurse educator academic incivility from the perspectives of nurse educator leaders. The academic environment should be safe and conducive to both teaching and learning. Both the students and faculty should have a sense of belonging and of being valued. Faculty-to-faculty incivility has been reported as being disruptive to the teaching and learning environment, and is associated with poor work outputs. A qualitative descriptive design, as explained by Sandelowski, was used to explore academic incivility as perceived by nurse educator leaders. Twenty semi-structured interviews were conducted with nurse educator leaders, representing three levels of management in Botswana. The approach of Elo and Kyngas was used to analyse qualitative data. Their main aim was to compare categories at different periods, as was the case with different categories of nurse leaders in this study. Three main themes emerged from the data analysis: lack of policy implementation, inadequate leadership skills and role modelling. Two subthemes emerged from the theme, lack of policy implementation, namely: poor record-keeping and hierarchical issues. On further analysis of the theme, inadequate leadership skills, poor hierarchical coordination among nurse educator leaders; and favouritism emerged as subthemes. The last theme, role modelling, needed no further development and described the modelling of incivility as the behaviour that has birthed a generation of incivility among nurse educators. Incivility exists in nursing colleges in Botswana, and it includes unruly behaviour towards one another; late coming; disrespect; and disregard of authority. There must be collaboration between nurse educators and health policymakers to strengthen cordial relationships as well as foster disciplinary procedures on incivility. Clear policy on disciplinary procedures focusing on mitigating various forms of uncivil behaviours is imperative. Nurse educator leaders' training on management skill should also be strengthened and made mandatory before nurse educators are appointed to leadership positions.

Online Academic Incivility Among Adult Learners

More and more faculty who teach online are facing incivility in their classroom. These disruptions impede learners’ development and wellbeing and can negatively impact faculty and institutions of higher education. In this article, we review the consequences of online academic incivility and the situational factors that contribute to these disruptions. In addition, we present promising practices and strategies for faculty, including (a) functional communication, (b) empathy, (c) timely feedback, (d) active listening, and (e) clear and consistent expectations. Faculty members implementing these strategies in their online classes may be useful in reducing the challenges of academic incivilities. Future research directions and practical implications for promoting civil communications are considered.

Nursing students’ experiences of faculty incivility: A qualitative exploratory study

Background & Aim: Academic incivility has a common problem in academic settings including nursing schools. The aim of the present study was to explore nursing students’ experiences of faculty incivility. Methods & Materials: This was a conventional qualitative content analysis approach. Fourteen bachelor’s nursing students were purposefully recruited from two faculty of nursing in, Karaj, Iran. Data were gathered through semi-structured interviews and analyzed via the conventional content analysis. Results: We derived two main categories from students’ experiences; “hidden faculty incivility” and “obvious faculty incivility”. Hidden incivility contained four subcategories, includes lack of mastery over the subject matter, inattentiveness to the learning climate of the class, inability to manage the class, and unfair evaluation. Obvious incivility also included the three subcategories of speech-behavior contradiction, authoritative behavior, and unconventional behavior. Conclusion: This study suggests that faculty incivility can have various aspects and beyond obvious offensive behaviors which mainly pertains to faculty interaction and teaching skills. Nursing faculties and nursing education authorities need to acquire adequate knowledge about the different aspects of faculty incivility and employ strategies for its prevention and alleviation.

Perception and Incidence of Students Academic Incivility at Faculty of Nursing

Background: Students academic incivility is a serious and growing concern in higher education and specifically in nursing education. Incivility is increasing among nursing students and it is one of the problems affecting nursing education in different countries. Aim: To assess perception and incidence of students academic incivility at Faculty of Nursing. Research design: The study was conducted using descriptive research design. Setting: The study was carried out at Faculty of Nursing, Minia University. Subjects: The study subjects consisted of30% from total number of nursing students enrolled at 2nd, 3rd, and 4th academic years during the academic year 2018-2019 (N=400), and 50 % from total number of faculty staff members and their assistants (N=61). Tool: Incivility in nursing education survey (INE) was used for data collection. Results: Revealed that, staff members had the highest level of perception regarding student academic incivility behaviors with (88.5%) followed by students with (73.8%). Also, the highest percent regarding incidence of students disruptive behaviors was for moderate level of occurrence from staff members view with (75.4%) followed by students view with (49.8%). Moreover, the highest percent regarding incidence of student threatening behaviors was for low level of occurrence from students view with (71.8%) followed by staff members view with (59%). Conclusion: There is statistically significant difference between students and staff members view regarding perception of students' academic incivility behaviors and its incidence. Recommendation: Creating and implementing new student orientation program, which considered a prim opportunity to prepare students for their undergraduate experiences by providing valuable resources and information. And staff members should be role model in civil discussion, communicates effectively with the students in the class, and focus on creating respectful relationship with them and appreciating their effort and perspectives.

"Mutual Respect Would be a Good Starting Point:" Students' Perspectives on Incivility in Nursing Education.

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

In the Eye of the Beholder: The Dark Triad and Academic Incivility

This paper addresses academic incivility and is the first study to link personality with uncivil behavior. Our sample of 519 students, 49% male, 81% white, revealed that many consider academic inci...