Clinical & Professional Development Center, American University of Beirut Medical Center, Beirut, Lebanon.
Clinical Instructor, joint appointment, Hariri School of Nursing, American University of Beirut, Beirut, Lebanon.
Int Nurs Rev. 2020 Mar;67(1):127-135. doi: 10.1111/inr.12554. Epub 2019 Nov 27.
This study explored the lived experiences of baccalaureate nursing graduates with faculty incivility in nursing education in the United Arab Emirates.
Despite the consistent results regarding the prevalence of incivility in nursing education worldwide, less focus has been placed on faculty incivility and little is known about this phenomenon in the Arab world.
Incivility in nursing education is correlated with a negative learning-teaching environment contributing to faculty and students' attrition. Incivility can be transferred to clinical settings interfering with safe clinical practice.
Applying the descriptive phenomenological approach and guided by Clark's conceptual model for fostering civility in nursing education, the experiences of nine nursing graduates with faculty incivility were examined through semi-structured face-to-face interviews. Data were analysed following Colaizzi's seven-step process.
Data analysis yielded six major themes: an emotionally traumatic experience, unengaged faculty, decreased motivation to learn, displaying favouritism, displaying culturally and sexually inappropriate behaviour, and coping behaviours.
Faculty incivility results in tribulations and sabotages open and constructive communication between students and faculty. Faculty poor teaching skills, lack of preparation and teaching competence were also considered as acts of incivility towards students.
The findings illuminated the faculty incivility phenomenon in nursing education from the informants' perspective which may assist in generating strategies to promote a positive learning environment as endorsed by the local nursing and midwifery council.
In addition to adopting a civility policy, incorporating civility in the curriculum and crafting a procedure to report faculty incivility anonymously, clear educational qualifications that align with the World Health Organization requirements for nurse educators must be enacted by the local regulatory bodies.
本研究探讨了阿联酋护理本科毕业生在护理教育中遭遇教师不文明行为的生活体验。
尽管全球范围内护理教育中不文明行为的普遍性一致存在，但对教师不文明行为的关注较少，对阿拉伯世界这一现象的了解也较少。
护理教育中的不文明行为与负面的教学环境有关，会导致教师和学生的流失。不文明行为可能会转移到临床环境中，干扰安全的临床实践。
采用描述性现象学方法，并以克拉克的促进护理教育文明行为概念模型为指导，通过半结构化的面对面访谈，研究了 9 名护理毕业生与教师不文明行为的经历。数据按照科拉齐的七步过程进行分析。
数据分析产生了六个主要主题：情感创伤经历、不投入的教师、学习动机降低、偏袒、表现出文化和性不当行为以及应对行为。
教师不文明行为导致学生和教师之间的公开和建设性沟通受到干扰和破坏。教师较差的教学技能、缺乏准备和教学能力也被认为是对学生不文明的行为。
研究结果从被调查者的角度阐明了护理教育中的教师不文明行为现象，这可能有助于制定策略，以促进当地护理和助产理事会支持的积极学习环境。
除了采取文明政策外，当地监管机构还必须制定将文明纳入课程的措施，并制定匿名报告教师不文明行为的程序，明确与世界卫生组织对护士教育者的要求相符的教育资格。
