Home Medicine Theoretical Approaches to Studying Incivility in Nursing Education
Article
Licensed
Unlicensed Requires Authentication

Theoretical Approaches to Studying Incivility in Nursing Education

  • EMAIL logo
Published/Copyright: February 24, 2020

Abstract

Incivility is a concerning occurrence in nursing education. Examining the concept of incivility is critical to the development of strategies used to prevent and mitigate experiences in nursing education. The purpose of this paper is to examine this concept through theoretical lenses of oppressed group behaviour, attribution theory, and conceptual models of empowerment. A critical social theory perspective is outlined as an additional theoretical approach to studying incivility in nursing education. Examination through various theoretical lenses may help to describe, explain, and predict incivility in nursing education. Theoretical considerations of this concept are limited but may hold the key to comprehensive understanding and advancement of knowledge. The ultimate goal of theoretical and knowledge development of incivility in nursing education is the creation and maintenance of civil educational environments.

References

Altmiller, G. (2012). Student perceptions of incivility in nursing education: Implications for educators. Nursing Education Research, 33(1), 15–20. doi:10.5480/1536-5026-33.1.15Search in Google Scholar PubMed

Artinian, B. M. (1982). Conceptual mapping: Development of the strategy. Western Journal of Nursing Research, 4(4), 379–393. doi:10.1177/019394598200400404Search in Google Scholar PubMed

Bardwell, R. (1986). Attribution theory and behaviour change: Ideas for nursing settings. Journal of Nursing Education, 25(3), 122–124. Retrieved from https://www.healio.com/nursing/journals/jne10.3928/0148-4834-19860301-10Search in Google Scholar PubMed

Boychuck Duchscher, J. E. (2000). Bending a habit: Critical social theory as a framework for humanistic nursing education. Nurse Education Today, 20, 453–462. doi:10.1054/nedt.2000.0492Search in Google Scholar PubMed

Clark, C. (2008a). The dance of incivility in nursing education as described by nursing faculty and students. Advances in Nursing Science, 31(4), E37–E54. doi:10.1097/01.ANS.0000341419.96338.a3Search in Google Scholar PubMed

Clark, C. (2008b). Faculty and student assessment of and experience with incivility in nursing education. Journal of Nursing Education, 47(10), 458–465. doi:10.3928/01484834-20081001-03Search in Google Scholar PubMed

Clark, C. (2008c). Student perspectives on faculty incivility in nursing education: An application of the concept of rankism. Nursing Outlook, 56(1), 4–8. doi:10.1016/j.outlook.2007.08.003Search in Google Scholar PubMed

Clark, C. (2013). Creating & sustaining civility in nursing education. Indianapolis, IN: Sigma Theta Tau International.Search in Google Scholar

Clark, C. M., & Davis-Kenaley, B. L. (2011). Faculty empowerment of students to foster civility in nursing education: A merging of two conceptual models. Nursing Outlook, 59(2011), 158–165. doi:10.1016/j.outlook.2010.12.005Search in Google Scholar PubMed

Clark, C. M., Farnsworth, J., & Landrum, R. E. (2009). Development and description of the incivility in nursing education (INE) survey. The Journal of Theory Construction & Testing, 13(1), 7–15. Retrieved from http://www.tuckerpub.com/jtct.htmSearch in Google Scholar

Clark, C. M., Olender, L., Kenski, D., & Cardoni, C. (2013). Exploring and addressing faculty-to-faculty incivility: A national perspective and literature review. Journal of Nursing Education, 52(4), 211–218. doi:10.3928/01484834-20130319-01Search in Google Scholar PubMed

Clark, C. M., & Springer, P. J. (2007a). Incivility in nursing education: A descriptive study of definitions and prevalence. Journal of Nursing Education, 46(1), 7–14. Retrieved from http://www.healio.com/journals/jne10.3928/01484834-20070101-03Search in Google Scholar PubMed

Clark, C. M., & Springer, P. J. (2007b). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28(2), 93–97. Retrieved from http://www.nlnjournal.orgSearch in Google Scholar

Feldmann, L. J. (2001). Classroom civility is another of our instructor responsibilities. College Teaching, 49(4), 137–140. Retrieved from https://www.tandfonline.com/loi/vcol2010.1080/87567555.2001.10844595Search in Google Scholar

Ferguson, C. (2013). It’s time for the nursing profession to leverage social media. Journal of Advanced Nursing, 69, 745–747. doi:/10.1111/jan.12036Search in Google Scholar

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.Search in Google Scholar

Freshwater, D. (2000). Crosscurrents: Against cultural narration in nursing. Journal of Advanced Nursing, 32(2), 481–484. Retrieved from https://onlinelibrary.wiley.com/journal/1365264810.1046/j.1365-2648.2000.01499.xSearch in Google Scholar PubMed

Heider, F. (2015). The psychology of interpersonal relations ©1958. Mansfield Centre, CT: Martino Publishing.10.1037/10628-000Search in Google Scholar

Hoffman, R. L. (2012). Differences in student perceptions of student and faculty incivility among nursing program types: An application of attribution theory (Doctoral dissertation). (109860239).Search in Google Scholar

Horkheimer, M. (1982). Critical theory. New York: Seabury Press.Search in Google Scholar

Im, E., & Ju Chang, S. (2012). Current trends in nursing theories. Journal of Nursing Scholarship, 44(2), 156–164.10.1111/j.1547-5069.2012.01440.xSearch in Google Scholar PubMed

Im, E. O., & Meleis, A. I. (1999). Situation-specific theories: Philosophical roots, properties, and approach. Advances in Nursing Science, 22(2), 11–24.10.1007/978-3-030-63223-6_2Search in Google Scholar

Lapum, J., Hazavi, N., Veljkovic, K., Mohamed, Z., Pettinato, A., Silver, S., & Taylor, E. (2012). A performative and poetical narrative of critical social theory in nursing education: An ending and threshold of social justice. Nursing Philosophy, 13, 27–45. doi:10.1111/j.1466-769X.2011.00520.xSearch in Google Scholar PubMed

Manias, E., & Street, A. (2000). Possibilities for critical social theory and Foucault’s work: A toolbox approach. Nursing Inquiry, 7, 50–60. doi:10.1046/j.1440-1800.2000.00048.xSearch in Google Scholar PubMed

Marchiondo, K., Marchiondo, L. A., & Lasiter, S. (2010). Faculty incivility: Effects on program satisfaction of BSN students. Journal of Nursing Education, 49(11), 608–614. doi:10.3928/01484834-20100524-05Search in Google Scholar PubMed

Marrs, J., & Lowry, L. (2006). Nursing theory and practice: Connecting the dots. Nursing Science Quarterly, 19(1), 44–50.10.1177/0894318405283547Search in Google Scholar PubMed

Matheson, L. K., & Bobay, K. (2007). Validation of oppressed group behaviors in nursing. Journal of Professional Nursing, 4, 226–234. doi:10.1016/j.profnurs.2007.01.007Search in Google Scholar PubMed

McPherson, P., & Buxton, T. (2019). In their own words: Nurses countering workplace incivility. Nursing Forum, 54(455-460). doi:/10.1111/nuf.12354Search in Google Scholar

Meissner, J. E. (1986). Nurses: Are we eating our young? Nursing, 16(3), 52–53. Retrieved from https://journals.lww.com/nursing/pages/default.aspx10.1097/00152193-199902000-00018Search in Google Scholar PubMed

Meleis, A. I. (2012). Theoretical nursing: Development and progress (5th ed.). Philadelphia: Lippincott.Search in Google Scholar

Mooney, M., & Nolan, L. (2005). A critique of Freire’s perspective critical social theory in nursing education. Nurse Education Today, 26, 240–244. doi:10.1016/j.nedt.2005.10.004Search in Google Scholar PubMed

Natarajan, J., Muliira, J. K., & van der Colff, J. (2017). Incidence and perception of nursing students’ academic incivility in Oman. BMC Nursing, 16, 1–9. doi:10.1186/s12912-017-0213-7Search in Google Scholar PubMed PubMed Central

Paley, J. (2015). Compassion and the fundamental attribution error: A reply to Rolfe & Gardner. Nurse Education Today, 35, 474–479. doi:10.1016/j.nedt.2014.08.013Search in Google Scholar PubMed

Patel, S. E., & Chrisman, M. (2020). Incivility through the continuum of nursing: A concept analysis. Nursing Forum, 1–8. doi:/10.1111/nuf.12425Search in Google Scholar

Peters, A. B. (2015). The concept of incivility: A case study. Teaching & Learning in Nursing, 10(4), 156–160. doi:10.1016/j.teln.2015.06.002Search in Google Scholar

Risjord, M. (2010). Nursing knowledge: Science, practice and philosophy. Chichester, West Susses; Ames, Iowa: Wiley-Blackwell.10.1002/9781444315516Search in Google Scholar

Roberts, S. J. (1983). Oppressed group behaviour: Implications for nursing science. Advances in Nursing Sciences, 5(4), 21–30. Retrieved from https://journals.lww.com/advancesinnursingscience/pages/default.aspx10.1097/00012272-198307000-00006Search in Google Scholar PubMed

Roberts, S. J., DeMarco, R., & Griffin, M. (2009). The effect of oppressed group behaviours on the culture of the nursing workplace: A review of the evidence and interventions for change. Journal of Nursing Management, 17, 288–293. doi:10.1111/j.1365-2834.2008.00959.xSearch in Google Scholar PubMed

Shanta, L. L. & Eliason, A. R. M. (2014). Application of an empowerment model to improve civility in nursing education. Nurse Education in Practice, 14, 82–86. DOI: 10.1016/j.nepr.2013.06.009.Search in Google Scholar PubMed

Small, S. P., English, D., Moran, G., Grainger, P., & Cashin, G. (2019). Mutual respect would be a good starting point: Students’ perspectives on incivility in nursing education. The Canadian Journal of Nursing Research, 51(3), 133–144. doi:10.1177/0844562118821573Search in Google Scholar PubMed

Stevens, P. E. (1989). A critical social reconceptualization of environment in nursing: Implications for methodology. Advances in Nursing Science, 11(4), 56–68. Retrieved from https://journals.lww.com/advancesinnursingscience/pages/default.aspx10.1097/00012272-198907000-00009Search in Google Scholar PubMed

Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer-Verlag.10.1007/978-1-4612-4948-1Search in Google Scholar

Worrell, J., McGinn, A., Black, E., Holloway, N., & Ney, P. (1996). The RN-BSN student: Developing a model of empowerment. Journal of Nursing Education, 35(3), 127–130. Retrieved from http://www.healio.com/journals/jne10.3928/0148-4834-19960301-08Search in Google Scholar PubMed

Received: 2019-05-16
Revised: 2020-01-30
Accepted: 2020-02-06
Published Online: 2020-02-24

© 2020 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Editorial
  2. A note of gratitude
  3. Research Articles
  4. Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
  5. Use of phenomenography in nursing education research
  6. A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
  7. From practical nurse to bachelor of nursing student: bridging the transition
  8. A caring model for nursing education
  9. Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
  10. Nursing student-patient relationship – a 10-year comparison study in Finland
  11. An educational intervention to promote civility in nursing: a pilot study
  12. Self-compassion in undergraduate nursing: an integrative review
  13. Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
  14. Assessing knowledge of genomic concepts among Canadian nursing students and faculty
  15. Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
  16. The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
  17. Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
  18. Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
  19. Concept-based curriculum: design and implementation strategies
  20. Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
  21. Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
  22. Nursing students’ perceptions of and experiences coping with stress in clinical practice
  23. Unpacking the hidden curriculum in nursing education: clinical placements abroad
  24. Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
  25. Resilience in first and second semester baccalaureate nursing students
  26. Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
  27. The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
  28. Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
  29. The effect of linguistic modification on English as a second language (ESL) nursing student retention
  30. Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
  31. A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
  32. Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
  33. Intentional learning: a student-centered pedagogy
  34. Journey to simulation program accreditation
  35. Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
  36. Using Participatory Action Research to Explore the Nursing Academic Work Environment
  37. Theoretical Approaches to Studying Incivility in Nursing Education
  38. Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
  39. Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
  40. Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
  41. A Description of the Characteristics and Behaviors of Master Teachers in Nursing
Downloaded on 29.3.2026 from https://www.degruyterbrill.com/document/doi/10.1515/ijnes-2019-0060/html
Scroll to top button