Self-assessed Ability Research Articles

Analysis of the present situation and influencing factors of humanistic care quality of master of nursing specialist

Objective To understand the humanistic Care quality status of master of nursing specialist (MNS), and put forward the structural equation model of influencing factors of humanistic care quality. Methods using convenient sampling, the survey came from 191 postgraduates of MNS from 14 universities, using the nurses' Humanistic Care quality questionnaire, the professional ability Self-Assessment questionnaire, the care ability evaluation scale and the self setting general situation questionnaire. Results The total quality of humanistic care was in the middle level (125.43±16.27), among which, the highest sharing of humanistic care (4.56±0.57) and the lowest sharing of humanistic care (4.18±0.63). Through the analysis of the influence factors, the humanistic care education and the awareness of caring will influence the development of humanistic care quality by influencing the master's caring ability and professional ability. Conclusion To strengthen humanistic care education, to create a caring education and practice environment, to learn caring and experience care, and then to care and strengthen the professional ability to better provide quality care services for patients. Key words: Master of nursing specialist; Humanistic care quality; Investigation analysis; Influence factors

Knowledge, attitudes and practice of final-year student pharmacists in public health in Namibia, Zambia and Zimbabwe: an exploratory survey.

To explore the knowledge, attitudes and practice of final-year student pharmacists about public health. Knowledge, attitudes and practice of all final-year student pharmacists (N = 158) in Namibia, Zambia and Zimbabwe were assessed through a quantitative 12-item survey. The survey assessed personal interest and attitude towards public health activities, self-assessed ability to perform basic public health activities, perspectives towards current pharmacist practices within public health activities in their country, and student involvement in public health activities during pharmacy school. Eighty-two per cent of students responded to the survey (n = 129). The majority (95%) of all final-year student pharmacists are interested in contributing to public health activities in both health promotion and disease prevention and feel, as pharmacists, they have the responsibility to do so. Additionally, the majority of students would like more education during pharmacy school on health promotion (93%) and disease prevention (89%). Despite their interest, low numbers of student pharmacists feel that pharmacists are currently utilised in disease prevention (35%) and health promotion (42%). Final-year student pharmacists in Namibia, Zambia and Zimbabwe express strong interest in public health education and involvement in public health activities. This interest and enthusiasm can serve as evidence for advancing public health education in the pharmacy curricula and for developing pharmacist opportunities in public health efforts that match the needs of the country.

F250. DEPRESSION IN SCHIZOPHRENIA: CORRELATIONS WITH OBJECTIVE AND SUBJECTIVE QUALITY OF LIFE OUTCOMES

BackgroundSchizophrenia is increasing recognized to be associated with symptoms of depression. As many as 40% of people with schizophrenia (SCZ) have a fully syndromal major depressive episode at some time in their lives and the mean severity of depression in unselected samples is often in the mildly to moderately depressed range (mean BDI score of 11–16). While patients who report no depression have been found to report very low levels of subjective distress, a comprehensive study of the subjective quality of life correlates of depression in schizophrenia has not been performed. Further, given the impact of depression on interpersonal functioning, an assessment of the relationships between depression and social cognition is warranted.MethodsTwo samples of patients with SCZ (n’s= 179 and 218) were compared to samples of HC (n’s= 104 and 154) and were examined with self-reported measures of depression (Beck Depression Inventory-II; BDI), social cognition, and everyday functioning and performed a total of 14 different social cognition performance-based tests. Some of these tests measured attribution bias (AIHQ), while others measured interpersonal sensitivity (PADS, PID5) while others were performance based tests of emotion recognition and perception as well as social inference and theory of mind. Participants were also examined for their speed of completion of the tasks and their confidence in their accuracy. Patients were also clinically rated with the PANSS.ResultsIn both samples, SCZ patients were more depressed than HC (15,15, vs. 6 and 6). In both samples of SCZ, BDI scores were correlated with clinical ratings of depression (PANSS item 6: r’s=.60 and .61. Performance on tests of emotion recognition and perception, social inference, and theory of mind were not correlated with BDI in either sample. In both samples, higher BDI were correlated with self-reports of more impaired everyday functioning, lower subjective impressions of social cognitive competence, and greater feelings of interpersonal sensitivity, combined with the impression that others were mistreating them. Depression in HC, but not patients, was associated with lower confidence while performing social cognitive tests and depression in SCZ, but not HC, was associated with slower performance on these same tests.DiscussionDepressed mood impacts self assessment of abilities and global world views in very similar ways in HC and people with SCZ. These impressions are not due to objective impairments in performance that are associated with depression. In contrast, objective performance on social cognitive tests, like previous studies of the relationship of neurocognition and functional and depression, shows remarkably little overlap with subjective depression. Although the similarity of the relationships between depression, interpersonal sensitivity, and subjective quality of life are similar in HC and SCZ, the more severe depression on the part of the SCZ populations suggests that this is an area of considerable importance for clinical intervention with either pharmacological or psychotherapeutic interventions.

Evaluating Fitness to Perform in Surgical Residents after Night Shifts and Alcohol Intoxication: The development of a “Fit-to-Perform” test

To develop a self-test to measure clinical fitness to perform in surgical residents, with alcohol-induced impairment as reference. Observational, exploratory study to evaluate night shift-induced impaired performance in surgical residents followed by a randomized blinded, placebo-controlled, crossover study to evaluate impaired performance as a result of ethanol intoxication. Impairment was quantified using the Mini-NeuroCart, a psychomotor and cognitive test battery for assessment of subjective and objective measures of alertness, concentration, eye-hand coordination, mood, and self-assessed ability to perform. Surgical performance was tested in the randomized study with a laparoscopy surgical trainer. Level-I trauma hospital and a clinical research unit. Surgical residents (n = 12 for the observational study, n = 18 for the randomized study). High alcohol levels (0.6gL-1) impaired adaptive tracking, reduced objective and subjective alertness, and increased slowness. Moreover, laparoscopy depth perception was impaired in the 0.6gL-1 group. No significant within-subject correlation between subjective and objective measures of alertness was found. Performance of postcall surgeons was similar to, or even worse than, the performance of intoxicated surgeons. The Mini-NeuroCart detected ethanol-induced performance effects that were similar to the effects of working a 14-hour night shift. Social (ethanol), personal (mood), and professional (laparoscopic skills) standards of fitness can in this manner be related to accepted deleterious effects of alcohol. The Mini-NeuroCart is, therefore, a potential noninvasive test for assessing "fitntness to perform" in healthcare professionals.

Species identification by conservation practitioners using online images: accuracy and agreement between experts

Emerging technologies have led to an increase in species observations being recorded via digital images. Such visual records are easily shared, and are often uploaded to online communities when help is required to identify or validate species. Although this is common practice, little is known about the accuracy of species identification from such images. Using online images of newts that are native and non-native to the UK, this study asked holders of great crested newt (Triturus cristatus) licences (issued by UK authorities to permit surveying for this species) to sort these images into groups, and to assign species names to those groups. All of these experts identified the native species, but agreement among these participants was low, with some being cautious in committing to definitive identifications. Individuals’ accuracy was also independent of both their experience and self-assessed ability. Furthermore, mean accuracy was not uniform across species (69–96%). These findings demonstrate the difficulty of accurate identification of newts from a single image, and that expert judgements are variable, even within the same knowledgeable community. We suggest that identification decisions should be made on multiple images and verified by more than one expert, which could improve the reliability of species data.

The relationship between meeting of recommendations on physical activity for health and perceived work ability among white-collar workers

Objective: The aim of this study was to evaluate the association between meeting recommendations on physical activity for health in leisure-time and the ability to work among Polish white-collar workers. Methods: The study used a cross-sectional design with a convenience sample of 360 white-collar workers. Participants recorded 7-day physical activity logs, including form, duration and intensity of leisure-time physical activities. The results were compared to health recommendations. A standardized Work Ability Index (WAI) questionnaire was used in assessing the ability to work. Results: Participants who met health recommendations achieved higher scores of the WAI (mean score = 41.93) in comparison to those who were not sufficiently physically active (mean score = 39.35) (p < .001). The results of binary logistic regression show that meeting health-related physical activity recommendations almost double the odds of reaching at least good work ability (OR = 1.94, 95% CI = 1.12–3.36). Conclusions: Meeting leisure-time physical activity recommendations (especially the criterion of vigorous physical activity) is significantly related to higher self-assessed ability to work among white-collar workers.

Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory.

Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self-assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co-enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496-509. © 2018 American Association of Anatomists.

Predictors for return to work after multimodal rehabilitation in persons with persistent musculoskeletal pain

Aims: To identify factors explaining return to work (RTW) 12 months after a multimodal rehabilitation (MMR) intervention in the REHSAM II project. Methods: The present study is a secondary assessment of the data from the randomized controlled trial REHSAM II. A total of 97 participants with persistent musculoskeletal pain were randomly allocated to MMR + web-based education or only MMR. The subjects were followed from baseline to 12 months. The baseline variables from the outcome measures were used to identify predictors. The associations between the dependent variable (i.e., RTW) and independent variables (i.e., baseline variables) were analyzed with univariate and multiple logistic regression models. Results: The univariate regression analyses showed that pain and disability level, the capacity to perform a task in relation to pain, hospital and psychiatric care, medication for insomnia, catastrophizing, self-assessed work ability compared with lifetime best, satisfaction with life, ability for coping and controlling work situation, ability for coping with life outside work, and sense of responsibility for managing health condition were significantly associated with RTW. In the final multiple regression model, RTW was predicted by the Örebro Musculoskeletal Pain Screening Questionnaire (ÖMPSQ score) (p=0.003, OR=0.961) and EuroQol (EQ-5D index) (p=0.017, OR=7.283) Conclusion: Psychosocially related pain and health-related quality of life predicted RTW in the final model. The results confirm that RTW is a multidimensional problem involving a complex interaction of many factors.

STUDENTS’ SELF-ASSESSMENT OF ONE’S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT

Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one’s goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer &amp; Jerusalem, and the AHA computerized test method from Vienna test system. Students’ self-assessment of one’s abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students’ self-assessment of one’s abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students’ frustration tolerance ability and the use of positive self-talk. Keywords: aspiration level, frustration tolerance, life goal, perceived self-efficacy, positive self-talk.

Imagine There Is No Plegia. Mental Motor Imagery Difficulties in Patients with Traumatic Spinal Cord Injury.

In rehabilitation of patients with spinal cord injury (SCI), imagination of movement is a candidate tool to promote long-term recovery or to control futuristic neuroprostheses. However, little is known about the ability of patients with spinal cord injury to perform this task. It is likely that without the ability to effectively perform the movement, the imagination of movement is also problematic. We therefore examined, whether patients with SCI experience increased difficulties in motor imagery (MI) compared to healthy controls. We examined 7 male patients with traumatic spinal cord injury (aged 23–70 years, median 53) and 20 healthy controls (aged 21–54 years, median 30). All patients had incomplete SCI, with AIS (ASIA Impairment Scale) grades of C or D. All had cervical lesions, except one who had a thoracic injury level. Duration after injury ranged from 3 to 314 months. We performed the Movement Imagery Questionnaire Revised as well as the Beck Depression Inventory in all participants. The self-assessed ability of patients to visually imagine movements ranged from 7 to 36 (Md = 30) and tended to be decreased in comparison to healthy controls (ranged 16–49, Md = 42.5; W = 326.5, p = 0.055). Also, the self-assessed ability of patients to kinesthetically imagine movements (range = 7–35, Md = 31) differed significantly from the control group (range = 23–49, Md = 41; W = 337.5, p = 0.0047). Two patients yielded tendencies for depressive mood and they also reported most problems with movement imagination. Statistical analysis however did not confirm a general relationship between depressive mood and increased difficulty in MI across both groups. Patients with spinal cord injury seem to experience difficulties in imagining movements compared to healthy controls. This result might not only have implications for training and rehabilitation programs, but also for applications like brain-computer interfaces used to control neuroprostheses, which are often based on the brain signals exhibited during the imagination of movements.

Road safety education for older drivers: Evaluation of a classroom-based training initiative

Around the world, a growing proportion of drivers are aged 70 or over. Although accident rates for older drivers are lower than for young or novice drivers, increased frailty and slowed reactions mean that older drivers are at higher risk of death or serious injury when involved in a road collision. The objectives of this study were to: (a) identify driving knowledge and self-regulatory strategies among a group of older drivers with a view to planning future on-road training; (b) measure driver self-assessments of ability and confidence before and after classroom training delivered by driving instructors; (c) evaluate the utility and acceptability of training courses for older drivers using questionnaires and focus groups; d) examine the characteristics of course participants.142 drivers aged ≥75 completed a two-hour classroom-based driving course and took part in the evaluation: 94 aged 75–79, 48 aged ≥80, 68% male. Main reasons for taking part were to update knowledge, improve driving and check they were safe to drive. Results showed that females were more likely than males to avoid driving in difficult conditions (at night, in bad weather, unfamiliar roads). More drivers aged 75–79 said they did not restrict their driving (52, 57%) compared to drivers aged ≥80 (19, 43%). Pre-course, males rated their driving confidence and ability significantly higher than females. Post-course, self-ratings of confidence and ability were unchanged for 76 (60%) drivers. However, two-thirds reported improved knowledge and 80% said they would change their driving behaviour as a result of the course. Focus group results suggest that competent drivers are more likely to attend educational courses than unsafe drivers. This study provides preliminary evidence that classroom-based training can initiate behaviour change among older drivers. Future research will examine the effectiveness of on-road training in this age group.

Impact of experience on self-assessment accuracy of clinical colonoscopy competence

Self-assessment is important for life-long learning and a recommended assessment method for endoscopy skills. Prior literature has not investigated self-assessment accuracy of colonoscopic competence in the clinical setting. This study aimed to determine the self-assessment accuracy of novice, intermediate, and experienced endoscopists. Novice (performed<50 previous colonoscopies), intermediate (50-500), and experienced (>1000) endoscopists from 5 hospitals each performed a clinical colonoscopy. Video recordings of procedures were independently assessed by 2 blinded expert endoscopists by using the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT). Externally assessed and self-assessed GiECAT scores were defined as the mean of the 2 video-based ratings and as participants' own assigned ratings, respectively. Self-assessment accuracy between the externally assessed and self-assessed scores was evaluated by using absolute difference scores, intraclass correlation coefficients, and the Bland-Altman analysis. Twenty novice, 10 intermediate, and 10 experienced endoscopists participated. There was moderate agreement of externally assessed and self-assessed GiECAT scores, with an intraclass correlation coefficient of 0.65 (95% confidence interval, 0.44-0.80). The absolute difference scores among the 3 groups were significantly different (P= .002), with experienced endoscopists demonstrating a more accurate self-assessment ability compared with novices (P=.002). Bland-Altman plots suggest that novice and experienced endoscopists tend to overrate and underrate their clinical competence, respectively; no specific trends were associated with intermediates. Participants demonstrated moderate self-assessment accuracy of clinical competence. Endoscopist experience was positively associated with self-assessment accuracy; novices demonstrated lower self-assessment accuracy compared with experienced endoscopists. Moreover, novices tended to overestimate their performances. Novice endoscopists may benefit from targeted interventions to improve self-assessment accuracy.

Factors Predicting Decisions About Technology Adoption Among Older Adults.

Background and ObjectivesNumerous technology applications are available that have the potential to improve the quality of life (QoL) of older adults. However, older adults are less likely to adopt new and emerging technologies and reap the potential benefits. This study examines factors that influence older adults’ decisions about the adoption of new technology.Research Design and MethodsFifty-two older adults participated in a mixed-method procedure, which entailed: (1) observing presentations detailing nine differing technologies, (2) assessing the technologies using tailored questionnaires, and (3) participating in focus group discussions. Participants were assigned into one of seven groups separated by age (65–74, 75+) and language (English, Spanish). The outcome was willingness to adopt technology. Predictors included self-assessed abilities (e.g., numeric ability), computer/Internet skills and knowledge, technology readiness, age, language, and technology ratings (e.g., perceived value). Analyses included Spearman’s ρ, t-tests, and regression analysis. Focus group discussions were examined for supportive examples.ResultsSelf-assessed abilities and computer/Internet skills were predictive of willingness to adopt technologies although the relationship varied according to the technology examined. Technology readiness, age, and language group showed weak associations with the outcome. Of the technology ratings, perceived value, confidence in ability to learn the technology, and the perceived impact on QoL were the most robust predictors of willingness to adopt technology.Discussion and ImplicationsFindings indicate that various stakeholders in technology adoption among older adults must be cognizant of a technology’s functionality and complexity as well as the characteristics and abilities of older adults. However, certain factors such as perceptions about the value of the technology and potential impact on QoL are also critically important to decisions regarding technology adoption among older people.

Relationship between reading and long-term storage and retrieval (Glr) in college students

ABSTRACTThe purpose of this study was to (a) identify the relationship between specific types of reading ability, different forms of learning, and long-term memory and retrieval (Glr); and then (b) to determine the degree to which self-assessed reading ability and a Glr measure could predict objective reading ability. College students were administered three different reading assessments from the Kaufman Test of Educational Achievement, Second Edition (KTEA-II): word reading, reading comprehension, and nonsense word decoding. They were also given two pairs of Glr subtests that consisted of immediate and delayed versions from the Kaufman Assessment Battery for Children, Second Edition (KABC-II). One set was embedded within context, whereas the other was not. Results showed that although overall reading ability and reading comprehension correlated the highest with Glr measures that were embedded in context, word reading, and nonsense word decoding were correlated the highest with delayed measures of Glr. Second, the self-assessment accounted for 23% of the variability in overall reading ability. Not only do these results show the strength of the relationship between Glr and reading, but also the ability to use these measures along with self-assessment to screen for reading disabilities.

The effects of monitoring environment on problem-solving performance

ABSTRACTWhile effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment’s effects on an individual’s propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes—no monitoring, human monitoring, and electronic monitoring—114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.

Provider Language Proficiency and Decision-Making When Caring for Limited English Proficiency Children and Families

ObjectiveTo examine associations between self-assessed language ability and provision of clinical care without professional interpretation. MethodsWe conducted an anonymous web-based survey of pediatric residents at a large pediatric training program. Respondents self-rated their language ability, and then reported on their willingness to deliver clinical care without professional interpretation in standardized clinical scenarios. ResultsAll pediatric residents completed the survey (n=81; 100%). Many residents (58 of the total sample) indicated at least rudimentary skills in a second language, and seven (9%) indicated they were proficient in Spanish. Eight-five percent had sometimes relied upon friends or family to communicate with parents. Most (69%) reported occasional use of Spanish-language skills to take a history or provide medical advice without the use of a professional interpreter. In contrast, in clinical scenarios where a child was believed to have a complex medical history, few residents (2.5%) felt comfortable using their language skills in the clinical encounter. Residents were willing to have their language ability assessed. ConclusionsResidents still face circumstances in which care proceeds without an interpreter. Discomfort with providing care in a second language grows with the perceived complexity of care, and yet a complex condition may not be apparent when communication barriers exist. Overcoming barriers to the use of professional interpretation may improve care for LEP children.

Self-Assessment Ability of Pre-Service Teachers

Self-Assessment Ability of Pre-Service Teachers

La enseñanza del inglés profesional y académico bajo las directrices europeas. El control autónomo de la adquisición de competencias

After ten years of immersion in the European Higher Education convergence process, this article deals with the application of European directives to the teaching, learning and assessment of English for Academic and Professional Purposes (eapp) to different groups of engineering students at Universidad Politecnica de Madrid (upm) enrolled in eapp subjects. It focuses on the Common European Framework of Reference for languages (cefr) and the European Language Portfolio (elp). Although these language-learning directives had been previously implemented in other contexts, with various results, their total adaptation to engineering education was pending. The paper starts by highlighting the coincidence in the principles underlying the European Credit Transfer System (ects), and the cefr and elp directives centred on the students’ work to attain certain competencies, and on their autonomous and reflective learning. Next, it discusses the research and innovation projects aimed at improving teaching practices and learning skills after the application of European directives to eapp subjects. The main projects dealt with the development and application of language competence descriptors tailored to the specific context. The paper concludes by showing the advantages of their implementation to the improvement of teaching objectives, programme design, teaching methodology and students’ evaluation, with respect to other procedures before the cefr, based on the results of a survey obtained from the teachers and students participating in the study. Although the complete use of the elp is not feasible, it may be considered as a useful instrument. Both the lists of adapted reference level competence descriptors and the Dossier have proven to be very valuable for the university students’ autonomous and reflective learning with the acquisition of competences in mind, and for their self-assessment abilities, according to the results obtained.

Simulation-based team training improved the self-assessed ability of physicians, nurses and midwives to perform neonatal resuscitation.

The use of simulation-based team training in neonatal resuscitation has increased in Sweden during the last decade, but no formal evaluation of this training method has been performed. This study evaluated the effect of simulation-based team training on the self-assessed ability of personnel to perform neonatal resuscitation. We evaluated a full-day simulation-based team training course in neonatal resuscitation, by administering a questionnaire to 110 physicians, nurses and midwives before and after the training period. The questionnaire focused on four important domains: communication, leadership, confidence and technical skills. The study was carried out in Sweden from 2005 to 2007. The response rate was 84%. Improvements in the participants' self-assessed ability to perform neonatal resuscitation were seen in all four domains after training (p < 0.001). Professionally inexperienced personnel showed a significant improvement in the technical skills domain compared to experienced personnel (p = 0.001). No differences were seen between professions or time since training in any of the four domains. Personnel with less previous experience with neonatal resuscitation showed improved confidence (p = 0.007) and technical skills (p = 0.003). A full-day course on simulation-based team training with video-supported debriefing improved the participants' self-assessed ability to perform neonatal resuscitation.

A Quality Improvement Project Measuring the Effect of an Evidence-Based Civility Training Program on Nursing Workplace Incivility in a Rural Hospital Using Quantitative Methods

Workplace incivility is a well-documented issue in nursing. It has the potential to cause emotional and physical distress in victims, and potentially affect the quality of care provided. Research in acute care settings found that facilitated educational training sessions related to workplace incivility, in combination with experiential learning activities, assisted nurses in improving their understanding of workplace incivility and their communication skills. It has also been found to reduce workplace incivility. The purpose of this quality improvement project was to see if implementation of a civility training program would: a) increase the staff nurses’ ability to recognize workplace incivility, b) reduce workplace incivility on a nursing unit, and c) increase confidence in the staff nurses’ ability to respond to workplace incivility when it occurs. The project design involved implementing a civility training program that included education about incivility through facilitated discussions, as well as teambuilding exercises and experiential learning activities involving practice in responding to incivility in a safe environment. The project was implemented in a medically-focused medical-surgical unit at a rural Kentucky hospital with a sample of nine registered nurses. The findings of the project included no significant changes in the frequency of the nurses’ experiences with incivility in their unit. It did result in statistically significant increases in the nurses’ self-assessed ability to recognize workplace incivility and confidence in the nurses’ ability to respond to workplace incivility when it occurs. It was concluded that implementing this type of intervention in other rural nursing settings might help nurses have greater confidence in their ability to recognize and respond to workplace incivility. Keywords : Incivility, Nursing, Experiential learning DOI : http://dx.doi.org/10.14574/ojrnhc.v17i1.438