Abedini Zahra, Parvizy Soroor
Department of Pediatric Nursing, Faculty of Nursing and Midwifery, Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran.
Iran J Nurs Midwifery Res. 2019 Jul-Aug;24(4):268-273. doi: 10.4103/ijnmr.IJNMR_212_18.
Uncivil behavior is a widespread problem among nursing students. Using a proper strategy can help teachers to reduce incivility, and its negative outcomes. The aim of this research was to compare the effects of group discussion, and self-learning on perceived level and rate of incivility in nursing students.
A two group quasi-experimental design was used to perform the present study. The course was approved by ten members of the nursing faculty for teaching in January 2018. There are about 82 bachelor degree nursing students participated in a course that was designed to teach civility as a course syllabus. Subjects were randomly allocated to discussion group (41 students), and self-learning group (41 students). Incivility in Nursing Education-Revised Questionnaire (INE-R) was used to measure perceived level and occurrence rate of incivility in nursing students. In discussion group, eight sessions were conducted to teach course contents and each session lasted one hour. Self-learning group studied a booklet about civility. Paired and independent -test was used to compare pretest and posttest mean scores.
Both groups indicated an improvement in perceived level of incivility. The mean score for occurrence rate of incivility in the discussion group was significantly higher than in the self-learning group (t = 4.63, < 0.001). There were significant differences between two groups for perceived level (t = 2.81, = 0.02) and rate of incivility (t = 3.01, = 0.01).
Using course syllabus to educate nursing students can lead to reducing perceived level of incivility and providing active discussion is an appropriate strategy for promoting academic civility.
不文明行为在护理专业学生中是一个普遍存在的问题。采用适当的策略可以帮助教师减少不文明行为及其负面后果。本研究的目的是比较小组讨论和自主学习对护理专业学生不文明行为感知水平和发生率的影响。
采用两组准实验设计进行本研究。该课程于2018年1月获得护理系十名成员的批准用于教学。约82名护理学本科学生参加了一门旨在将文明作为课程大纲进行教学的课程。受试者被随机分配到讨论组（41名学生）和自主学习组（41名学生）。使用《护理教育中的不文明行为修订问卷》（INE-R）来测量护理专业学生不文明行为的感知水平和发生率。在讨论组中，进行了八次课程内容教学，每次课程持续一小时。自主学习组学习了一本关于文明的小册子。采用配对和独立样本检验来比较前后测平均分数。
两组在不文明行为感知水平上均有改善。讨论组不文明行为发生率的平均得分显著高于自主学习组（t = 4.63，P < 0.001）。两组在不文明行为感知水平（t = 2.81，P = 0.02）和发生率（t = 3.01，P = 0.01）方面存在显著差异。
使用课程大纲对护理专业学生进行教育可以降低不文明行为的感知水平，开展积极的讨论是促进学术文明的合适策略。
