护理教师学术不端行为：护理学生和教师的看法。
Nursing faculty academic incivility: perceptions of nursing students and faculty.
机构信息
Department of Adult Health & Critical Care, College of Nursing, Sultan Qaboos University, P. O. Box 66 Al Khod, Muscat, Oman.
Department of Fundamentals & Administration, College of Nursing, Sultan Qaboos University, P. O. Box 66 Al Khod, Muscat, Oman.
出版信息
BMC Med Educ. 2017 Dec 13;17(1):253. doi: 10.1186/s12909-017-1096-8.
BACKGROUND
Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman.
METHODS
A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey.
RESULTS
The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS.
CONCLUSION
The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.
背景
护理教育中的不文明行为会对学术环境、学习成果和安全产生不利影响。护理教师（NF）和护理学生（NS）都促成了学术不文明行为。关于中东地区 NF 的学术不文明行为的程度，人们知之甚少。本研究旨在探讨阿曼一所公立大学本科护理项目中 NF 的学术不文明行为的感知和程度。
方法
采用横断面调查，从 155 名本科 NS 和 40 名 NF 中收集关于教师学术不文明行为的数据。使用《护理教育不文明行为调查》收集数据。
结果
大多数 NS 和 NF 对干扰性教师行为有相似的看法。教师不文明行为的发生率较低（均值=1.5）。发生率最高的干扰性行为是：活动安排迟到、提前离开预定活动、不事先通知取消预定活动、教学风格和方法无效、主观评分。参与者报告的最常见的不文明教师行为是对其他 NF 的一般嘲讽或不尊重、对其他教师的知识或可信度的质疑、以及对 NS 的一般嘲讽或不尊重。
结论
NF 学术不文明行为的相对较低水平仍可能影响一些学生、教师和项目成果的表现。学术机构需要确保对所有学术不文明行为采取零容忍政策，并作为预防策略的一部分进行定期监测和评估。
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