20161028161952psy_850.r.assignment_requirements (1).docx Background Information Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were: · How do nursing students and nurse faculty contribute to incivility in nursing education? · What are some of the causes of incivility in nursing education? · What remedies might be effective in preventing or reducing incivility? They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States. You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014). The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014). Week 2 Assignment: (Read the following article and construct a 10 key points document.) Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...

1. 20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to
incivility in nursing education?
· What are some of the causes of incivility in nursing
education?
· What remedies might be effective in preventing or reducing
incivility?
They gathered responses from the Incivility in Nursing
Education Survey (INE), which included both Likert-scale and
open-ended questions from 36 nursing faculty and 168 nursing
students. Each of the researchers reviewed all comments and
organized them by themes.
For this you will design a “mock” replication of the Clark and
Springer (2007) study on student and faculty perceptions of
incivility in a university nursing program. However, the
doctoral students will investigate student and faculty
perceptions in undergraduate psychology classes in one
university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey,
developed by Clark (2007; 2011) for the purposes of this study.
Questions on the survey measure faculty and student
perceptions of uncivil actions (disruptive and threatening), how
often those behaviors occur and strategies for improving civil
behaviors in university settings. The IHE was adapted from the
INE, with minor rewording, is similar in structure to the survey
used by Clark and Springer, but is appropriate for any academic
discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic

2. information, such as major, gender, age, and years of teaching
experience for faculty. Part 2 asks individuals to rank 16
different behaviors exhibited by students that both students and
faculty may perceive as disruptive. Part 3 focuses on 20 faculty
behaviors that may be perceived as disruptive. Both parts 2 and
3 also investigate how often the faculty has experienced the
behavior in the past 12 months (often to never on Likert scale),
and if the faculty members have experienced any of the 13
threatening behaviors (yes or no) by students or other faculty
respectively. Five open-ended questions give the faculty
member the opportunity to add contributing factors related to
student and faculty incivility, and how students or faculty in
particular contribute to incivility. A final question asked if the
faculty member would like to add comments. The survey is
designed in a manner that allows for gathering data from faculty
and students or from only faculty or only students (C. Clark,
personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a
10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to
outline the key components of a research study. For the
assignment, you will use the original Clark and Springer (2007)
to identify and construct a 10 key points document in
preparation for the mock study on incivility in psychology
classes.
Steps:
1. ReadClark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior.
Nursing Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
2. As you read, highlight information that relates to the 10 key
points, such as the purpose, problem, sample, research question,
etc.
3. After reading and highlighting the components of the article,

3. complete the 10 key points table based on the Clark and
Springer (2007) study in nursing education.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review
Problem Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both student
and faculty perspectives” (Clark and Springer, 2007, p. 94).
Rewrite this in “GCU” format.
Research Questions
Sample
Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement
“Its purpose was to consider possible causes of incivility and to

4. recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach
Describe instruments used for the Clark and Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
Data Analysis Approach
Discuss the data analysis approach used in the Clark and
Springer study.
Week 5 Assignment: In Week 2, you constructed a 10 key points
document based on the Clark and Springer (2007) study
conducted on incivility in nursing education. In preparation for
the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10
key points document for your own study. This must meet GCU
criteria in terms of problem, purpose, and research question
format. This would be a descriptive case study at GCU.
Steps:
· Review the 10 key points constructed in Week 2 and the Clark
and Springer (2007) study. Additionally, review the feedback
provided by the instructor.
· Use the following template to develop 10 key points for your
replication study in an undergraduate psychology program. Be
sure to use resources in the DC network>Research/Dissertation
tab> Prospectus templates to review the criteria for the purpose,
problem, research questions and other key points.
· Use the prompts and suggestions contained in the template to
guide your work.

5. Ten Strategic Points
Comments or Feedback
Broad Topic Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem Statement
Write a problem for the psychology study, in the GCU required
format.
Research Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study in
an undergraduate psychology program. Define and justify the
sampling strategy from a research source. Justify the sample
size for a qualitative study from a research source and from the
GCU Core Design Document.
Describe the Phenomenon
Methodology and Design
Describe the method and design you would use and justify your
choice of both from a research source.
Purpose Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.

6. Data Collection Instruments and Approach
Describe the IHE instrument to be used in this study.
Describe the data collection approach you would use, including
getting informed consent and how you would protect the
confidentiality of participants.
Data Analysis Approach
Discuss a specific data analysis strategy you would use in your
replication study in an undergraduate psychology program. Cite
a specific researcher’s strategy such as Hatch, Miles and
Huberman, Bogden and Biklin, or Saldana.
Week 7 Assignment
You will analyze four transcribed interviews by inductively
coding the data and developing themes. This will be a miniature
version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
· Code the data: To analyze the data, you must first identify
categories or themes that appear in the data. To accomplish this,
do the following:
· Read the transcript of each participant’s responses and
identify words that strike you as important. Mark the words in
some fashion (highlight, circle, bold, underline).
· When you recognize words or phrases that appear frequently,
make note of them. That is, circle or highlight them in the text.
· After reading all participants’ responses, review the
words/phrases you marked or wrote down and identify a short
list of useful codes. See Table 1 below.
· Collapse these codes into four or five categories or themes and
name them. See Table 1, column 2, below.
· List the categories or themes and substantiate them with
quotations from the online focus group participant transcripts.
See Tables 2 and 3, below. You could put all of these in one
table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that

7. theme.
· Present your results in a table (below) formatted according to
the APA guidelines found in the “APA Style Guide,” located in
the Student Success Center.
· Identify your coding process in an appendix (an example is
included in the Appendix below).
Task 1: Code the transcript as described above, and color code
the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
Code
Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear
frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/page number of transcript (if that seems to

8. make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Task 4: Based on Table 1 and your coded transcript, create a
table based on Tables 2 and 3. Create a table for each theme.
Table 2
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.
Table 3

9. Inductively Developed Themes
Theme
Sample Responses
Name another theme.
Provide a quote that exemplifies this theme.
Provide another quote here.
Note: You would put notes here if needed. See pages 130-131 of
your APA manual.
Write-up the Results
A research report is not complete without a written summary of
the research findings. To complete the research report, follow
the instructions below and include the components outlined.
Include the table and the chart you have created to show the
data graphically/visually.
Introduction
Discuss the background information and the fact that this study
was modeled after a study conducted by Clark and Springer in
2007. Discuss the data Clark and Springer collected and their
results. Then discuss how your “mock or replication” study
conducted in an undergraduate psychology program will add to
these results.
Sample -- discuss who participated in your study.
Instruments...describe the structure and purpose of instrument
you used: the IHE (the interview transcript).

10. Data Analysis
Discuss your own initial analysis and the codes that you came
up with. Collapse these codes into three to four themes as Clark
and Springer did. However, this must be based on the “mock”
data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when
analyzing the faculty comments about in-class disruptions.
Include the table and the chart you have created to show the
data graphically/visually.
Recommendations
Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Clark and Springer used the Incivility in
Nursing Education survey along with open-ended questions to
collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized
them by themes. Clark and Springer noted four major themes of
responses:
· Faculty perceptions of in-class disruption and incivility by
students
· Faculty perceptions of out-of-class disruption and incivility by
students
· Student perceptions of uncivil behaviors by faculty
· Faculty and student perceptions of possible causes of
incivility in nursing education
A total of eight codes were identified among the faculty
comments on types of in-class disruptions. These were the
following:
· Disrupting others by talking in class
· Making negative remarks/disrespectful comments toward
faculty
· Leaving early or arriving late
· Using cell phones

11. · Sleeping/not paying attention
· Bringing children to class
· Wearing immodest attire
· Coming to class unprepared
Based on your findings, discuss some strategies that these
faculty members can use to reduce the incidences of
disrespectful behaviors. Cite the recommendations from peer-
reviewed sources.
Discuss how you would also use the data analysis strategy listed
in your 10 key points to code and theme the open-ended
comments from faculty.
Discuss the benefits and limitations of using SPSS and
frequency counts in qualitative data analysis, along with why
additional analysis is required.
References
Include a reference list of the sources used.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative
data. New York, NY: Sage Publications.
Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility:
Student and faculty perceptions of uncivil behavior. Nursing
Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
Grand Canyon University. (2013). Template for coding and
summary tables.
Groenewald, T. (2004). A phenomenological research design
illustrated. International Journal of Qualitative Methods, 3(1),
15-16
Hatch, J. A. (2002). Doing qualitative research in education
settings. Albany, NY: SUNY Press.
Moustakas, C. (1994). Phenomenological research methods.
New York, NY: Sage Publications.
Yin, R. (2014). Case study research design and methods. New
York, NY: Sage Publications.

12. © 2016. Grand Canyon University. All Rights Reserved.
20161028162008psy_rs_tables_for_assignment_7 (1).docx
Tables for Assignment 7
Table 1
Code
Definition of the code
Example from Transcript
Table 2
Words or Phrases
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the words or phrases here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/Page number of transcript (if that seems to
make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Write down the words or phrases here.

13. Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Table 3
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme in each cell
in this table.
20161028162028research_material.pdf
M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3
T H O U G H T S o n I N C I V I L I T Y:
S t u d e n t a n d Fa c u l t y Pe r c e p t i o n s
of U N C I V I L B E H AV I O R in Nursing Education
C Y N T H I A M . C L A R K A N D PA M E L A J . S P R I
N G E R

14. CONNIE SEEMS TO CHALLENGE EVERYTHING HER
NURSING PROFESSOR SAYS.
During small-group work, Connie text messages her friends and
rarely pays
attention. The professor is impatient and uses harsh language
with Connie in
front of other students.
T H I S S C E N A R I O, a common one in many of today’s
nursing programs, is typical of sit-
uations that are at best disparaging and, under the worst
circumstance, potentially violent.
Evidence suggests that incivility on American college campuses
is a serious and growing
concern (1-8).
Fostering an atmosphere of civility on college campuses
presents a challenge. To be “civil” is to be polite,
respectful, and decent. Conversely, “incivility ” is defined as
speech or action that is disrespectful or rude and
ranges from insulting remarks and verbal abuse to explosive,
violent behavior (9). Academic incivility is any
speech or action that disrupts the harmony of the teaching-
learning environment. Some uncivil behaviors
can be quite disruptive and affect the academic environment so
radically that learning is effectively termi-
nated (10). T H I S A R T I C L E reports on a study of
perceptions of nurse faculty and nursing students in one school
of

15. nursing regarding incivility in nursing education, its possible
causes, and potential remedies.
ABSTRACT Faculty members complain about the rise of uncivil
behavior in their students, and students voice similar complaints
about faculty. Using
an interpretive qualitative method for research, this study
examined student and faculty perceptions of incivility in
nursing education, possible causes
of incivility, and potential remedies. Narrative analysis yielded
the following categories: in-class disruption by students, out-of-
class disruption by stu-
dents, uncivil faculty behaviors, and possible causes of
incivility in nursing education. The authors argue that further
research is needed to increase
awareness and understanding about academic incivility, its
impact, and its psychological and social consequences.
9 4 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
Review of the Literature I N C I V I L I T Y I N H I G H E R
E D U C AT I O N
To create a more civil society, Eberly urges Americans to
elevate
common good over self-interest, to encourage wider civic
partici-
pation, and to renew social values (11). Carter believes that
rude-
ness and disrespect are “the merest scratch of the surface of

16. [our
societal] crisis” (12, p. 16) and evidence of our nation’s
growing
incivility. According to Carter, selfishness and getting one’s
own
needs met are crowding into the social life of America,
including
our nation’s classrooms.
While academic incivility is not a new phenomenon, Braxton
and Bayer (2,3) suggest that it is on the rise, and that courtesy
and
civility among faculty and students are fracturing and
dissolving on
college campuses across the country. Faculty members complain
about the rise of uncivil behavior in their students (5,8,13,14),
and
students voice similar complaints about faculty (1,2,15-17).
Education plays an important role in developing a civil soci-
ety, and higher education plays a special role in helping
students
develop a sense of civic and social responsibility and learn
ways
to contribute to the common good (18). In the United States,
where public education is integral to preparing citizens for
employment and socioeconomic mobility, education also
accepts
social responsibility for well-being in civil society (19).
Many explanations for academic incivility have been suggested,
including exposure to violence, poor secondary school
preparation,
changing student demographics, and inadequate parenting (2).
Levine and Cureton describe contemporary college students as
dis-

17. trustful of leadership, lacking confidence in social institutions,
and
being ill prepared for the rigors of academe (20). Braxton and
Bayer indicate that it is important to consider the changing
demo-
graphics of students as well as the impact of faculty behaviors
(2,3).
Clearly, a safe teaching and learning environment is needed
and deserved. Incivility within the academic community is too
damaging to ignore, and even though acts of disrespect and
harassment may be reflective of a changing nation, such behav-
iors must be immediately and effectively addressed (1,7,21).
I N C I V I L I T Y I N N U R S I N G E D U C AT I O N
Further research in
the area of incivility in nursing education is needed. A qualita-
tive study by Luparell used a critical incident technique to con-
duct extensive interviews with 21 nursing professors
representing
nine different nursing programs in six states (5). Faculty
described aggressive and severe incidents of student incivility
and reported being verbally abused by students. As a conse-
quence of significant and sustained negative effects of these
encounters, faculty reported losing sleep, having interrupted
sleep patterns, and experiencing a number of other negative
reac-
tions to these encounters. Some faculty changed their pedagogy
and modified grading criteria to avoid further conflict with stu-
dents, and many harbored self-doubt about their teaching abili-
ties and assumed much of the blame for what occurred.
Thomas conducted extensive interviews with nursing students
from a variety of nursing programs across the country (14).
These

18. students offered the opinion that faculty play a significant role
in
academic incivility and provided examples of uncivil faculty
behaviors. They described themselves as being angry about
unex-
pected changes in clinical schedules, changes to the syllabus,
and
nurse faculty who “seem to make up the rules as they go” (14,
p.
19). Several common triggers of their anger were identified,
includ-
ing perceptions of faculty unfairness, rigidity, being overly
critical
of students, insistence on conformity, and discrimination
against
nursing students based on gender, race, and ethnicity.
Lashley and deMeneses surveyed 409 nursing programs in the
United States regarding the frequency of uncivil student
behaviors
(22). Inattentiveness, absence from class, and tardiness were the
most frequently reported uncivil behaviors. Fewer than 50
percent
of respondents reported verbal abuse of faculty and student
peers
as a problem. Forty-three percent indicated that disruptive
behav-
iors had increased over the last five years.
A plenary session panel at the National League for Nursing
Education Summit 2005 focused its attention on incivility in
nurs-
ing education, and a report on the panel discussion was
published
in Nursing Education Perspectives (23). Clark, a panelist,

19. reported
on the use of the Incivility in Nursing Education (INE) survey,
which includes both quantifiable and open-ended items (24).
Clark
and Springer used the INE survey to investigate incivility in
nurs-
ing education from both faculty and student perspectives in a
nurs-
ing program in the northwest United States (17).
Findings from the pilot study revealed that both nursing faculty
and students viewed academic incivility as a moderate to
serious
problem. Both groups reported similar behaviors as uncivil, and
both
indicated a desire to learn more about the problem. The
qualitative
comments were illuminating and form the basis for this article.
The Qualitative Study This study was conducted using quan-
titative and qualitative methodologies to investigate the problem
U N C I V I L B E H A V I O R
Clearly, a safe teaching and learning
Incivility within the
and even though acts of disrespect and
a changing nation,
immediately
U N C I V I L B E H A V I O R

20. M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 5
U N C I V I L B E H A V I O R
of incivility in nursing education in a university environment
from both student and faculty perspectives. Its purpose was to
con-
sider possible causes of incivility and to recommend potential
remedies. The qualitative portion of this study was developed to
examine three research questions:
• How do nursing students and nurse faculty contribute to inci-
vility in nursing education?
• What are some of the causes of incivility in nursing
education?
• What remedies might be effective in preventing or reducing
incivility in nursing education?
All faculty (n = 36) and students (n = 467) in the associate and
baccalaureate degree nursing programs of a metropolitan public
university received information about the study and were asked
to
participate (17). Approval to conduct the study was obtained by
the university Institutional Review Board.
S U RV E Y I N S T R U M E N T All participants completed
the Inci-
vility in Nursing Education survey, which included demographic
questions, quantitative items designed to measure faculty and
student perceptions of incivility in nursing education, and four
open-ended questions used to gather perceptions of faculty and
students. This survey was developed by modifying items from
two
instruments designed to measure faculty and student incivility
in
higher education: 1) the Defining Classroom Incivility survey
designed by the Center for Survey Research at the University of

21. Indiana (25), and 2) the Student Classroom Incivility Measure
(known as the SCIM-Part C), where students are asked to rate
uncivil faculty behaviors in the classroom (4). After obtaining
permission, Clark developed the INE by modifying items from
these instruments to be more applicable to nursing education.
To establish initial content validity, faculty with experience in
student and faculty incivility reviewed the newly developed sur-
vey and compared the content to themes found in the literature.
Faculty and students pilot tested the survey for readability, and
revisions were then made to the wording of questions.
P R O C E D U R E The researchers emailed faculty in the
depart-
ment of nursing to invite them to participate in the study and
request permission to distribute surveys to their nursing
students.
Faculty response was favorable; all agreed to assist in the distri-
bution of the survey to nursing students.
Clearly written instructions were provided with the surveys.
During a two-week period in October 2004, faculty self-
adminis-
tered their own surveys and provided time during classes and
clinicals for students to complete their surveys. All
participation
was voluntary. All responses were collected and placed in a
large
envelope, which was then given to a research assistant to
compile.
Fifteen of 36 nurse faculty (41.6 percent) and 168 of 467 nurs-
ing students (35.9 percent) completed the qualitative parts of
the
survey. An interpretive qualitative method was used to analyze

22. the data from narrative responses (26). Each researcher indepen-
dently reviewed the student and faculty comments to identify
recurring responses and organize them into themes. Areas of
agreement and disagreement were discussed and verbatim com-
ments reviewed until both researchers were comfortable that the
analysis was a valid representation of the comments.
Findings The first research question asked students and faculty
how each group contributes to incivility. Findings were grouped
into two themes: in-class disruption and out-of-class disruption.
Table 1 lists uncivil in-class student behaviors as identified by
faculty; response frequencies are provided in descending order.
With regard to in-class student disruption, respondents wrote
about disruptions in class, negative remarks, and other forms of
student incivility. Cited behaviors included challenging profes-
sors regarding test scores in class, dominating class discussion,
carrying on side conversations that disturb other students, and
sighing to express displeasure with assignments. Students com-
mented as follows:
• “Students are disruptive when they do not listen to faculty and
other students, text message their friends, and use cell phones
during class.”
• “It is most frustrating when students challenge professors,
especially during class.”
With regard to out-of-class disruption, respondents wrote
about discrediting faculty, complaining about faculty, and
failing
to use appropriate communication channels. (See Table 2.)
Uncivil
behavior in this category included students discrediting faculty
knowledge, publicly bad-mouthing professors, and turning in
assignments late, without making prior arrangements. Students
commented as follows:
• “I hear students bad-mouthing professors between classes. I

23. don’t think it’s helpful to prejudice another student against a
pro-
fessor in that way.”
• “Students send inappropriate emails, are negative toward fac-
ulty and other students, and sigh because they think that an
environment is needed and deserved.
academic community is too damaging to ignore,
harassment may be reflective of
such behaviors must be
and effectively addressed.
9 6 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
assignment is stupid.”
The students identified six themes of uncivil faculty behaviors
as shown in Table 3. Comments referred to faculty
condescension,
poor communication skills, and superior attitudes toward stu-
dents. Uncivil behavior included challenging students’
knowledge
or credibility in front of others, demeaning the profession of
nurs-
ing, and failure to provide a respectful forum for discussing
con-
cerns. Students commented as follows:
• “Some faculty make belittling comments and try to weed out
students. They are arrogant and show superiority over students.”
• “Some faculty treat students like they are stupid and make
condescending, rude remarks.”
The second research question asked students and faculty to
suggest possible causes for uncivil behavior in nursing

24. education.
Their responses are presented in descending order in Table 4.
Themes included the high-stress environment of nursing educa-
tion, faculty arrogance, and a lack of immediacy in addressing
incivility when it occurs. Students commented as follows:
• “Faculty lose their patience and take out their personal stress
on students. They either do not deal with uncivil behaviors or
are
overly harsh and demeaning.”
• “Incompetent, rude professors encourage the same rude behav-
ior from students. If you can’t teach, don’t! Students are
frustrated
by the lack of resources to report a rude, incompetent professor,
and fear retaliation if they go to the top to report it. We’ve been
told that it can cost us our degrees and that we’ll be flunked out
if
we speak up. This simply encourages incompetence and
incivility
to continue.”
• “Many students believe they can be as rude as they want
because they are paying customers.”
The third research question asked students and faculty to sug-
gest possible remedies for incivility in nursing education. In
many
cases, the respondents called for a swift, immediate response to
incivility, and some suggested a “zero tolerance” approach to
the
problem.
Several possible remedies were offered, including setting forth
standards and norms, strengthening university policies and sup-
port for faculty, and enforcing campus codes of conduct. It was
recommended that incivility be addressed immediately and that
open forums and mediation panels be developed to resolve con-
flicts related to incivility. It was also recommended that faculty

25. and students learn conflict negotiation/mediation skills.
Implications for Nursing Education and Research Nurse fac-
ulty and students perceive incivility as a problem both in and
out
of the classroom. Stress, disrespect, faculty arrogance, and a
Table 1. In-Class Disruption by Students as Identified by
Faculty
UNCIVIL STUDENT BEHAVIOR
FREQUENCY OF RESPONSE
Disrupting others by talking in class 20
Making negative remarks/disrespectful
comments toward faculty 11
Leaving early or arriving late 9
Using cell phones 7
Sleeping/not paying attention 3
Bringing children to class 1
Wearing immodest attire 1
Coming to class unprepared 1
Table 2.
Out-of-Class Disruption by Students as Identified by Faculty
UNCIVIL STUDENT BEHAVIOR

26. FREQUENCY OF RESPONSE
Verbally discrediting faculty 4
Turning in late assignments without proper notification 2
Sending inappropriate emails to faculty 2
Not keeping scheduled appointments 1
Complaining about constructive feedback from faculty 1
Stealing/driving too fast on campus 1
Making veiled threats toward faculty 1
Table 3. Uncivil Faculty Behaviors as Identified by Students
UNCIVIL FACULTY BEHAVIOR
FREQUENCY OF RESPONSE
Making condescending remarks 26
Using poor teaching style or method 23
Using poor communication skills 19
Acting superior and arrogant 15
Criticizing students in front of peers 7
Threatening to fail students 7
Table 4. Possible Causes of Incivility in Nursing Education
as Identified by Students and Faculty

27. POSSIBLE CAUSE
FREQUENCY OF RESPONSE
High-stress environment 10
Lack of professional, respectful environment 9
Lack of faculty credibility and responsiveness 8
Faculty arrogance 6
Sense of entitlement among students 3
Students not really interested in nursing 3
Not being clear about expectations 2
Competitiveness 2
Lack of immediacy to address incivility 2
Distance learning (virtual) environment 2
Lack of student preparation 1
U N C I V I L B E H A V I O R
sense of student entitlement contribute to incivility in nursing
education. To deal effectively deal with these issues, faculty
and
students must work together with administrators to develop and
implement comprehensive codes of conduct and effective strate-
gies to prevent incivility. Further, they must craft remedies for

28. effective intervention when incivility occurs.
Standards and ethical principles that define the profession
exist to ensure that qualified, ethical nurses are graduated from
nursing programs. Nurse faculty and students must be account-
able to these standards and bear a shared responsibility to con-
duct themselves in an ethical, professional manner. They must
engage as partners in lively dialogue to address these problems.
This study of incivility in nursing education is timely. Most
earlier studies on this topic have focused on the problem of stu-
dent incivility. These findings shed light on possible causes of
incivility, potential remedies, and how faculty, as well as stu-
dents, contribute to the problem. From the classroom to the
prac-
tice setting, further research is needed to address several topics:
• The nature of incivility and its impact on the educational
process and on the profession as a whole
• The relationships between student and faculty perceptions of
incivility and ways to effectively address the problem
• Whether there are gender differences in ways that faculty
and students experience incivility
• How civility experienced by students — or perpetrated by
students — affects patients
It is clear that uncivil encounters have a negative effect on
the academic environment and have the potential to disrupt the
teaching-learning environment. Greater awareness and under-
standing about academic incivility, its impact, and its psycho-
logical and societal consequences are needed.
About the Authors Cynthia M. Clark, PhD, RN, is associate
professor, Department of Nursing, Boise State University,
Boise,
Idaho. Pamela J. Springer, PhD, RN, is professor and

29. department
chair, College of Nursing. Boise State University. For more
infor-
mation, contact Dr. Clark at [email protected]
Keywords Codes of Conduct – Incivility – Student Behavior –
Student-
Faculty Relations
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