University of South Africa, Pretoria, South Africa.
School of Nursing, University of Botswana, Gaborone, Botswana.
Int Nurs Rev. 2020 Sep;67(3):411-419. doi: 10.1111/inr.12610. Epub 2020 Aug 11.
The aim of this study was to explore nurse educator academic incivility from the perspectives of nurse educator leaders.
The academic environment should be safe and conducive to both teaching and learning. Both the students and faculty should have a sense of belonging and of being valued.
Faculty-to-faculty incivility has been reported as being disruptive to the teaching and learning environment, and is associated with poor work outputs.
A qualitative descriptive design, as explained by Sandelowski, was used to explore academic incivility as perceived by nurse educator leaders. Twenty semi-structured interviews were conducted with nurse educator leaders, representing three levels of management in Botswana. The approach of Elo and Kyngas was used to analyse qualitative data. Their main aim was to compare categories at different periods, as was the case with different categories of nurse leaders in this study.
Three main themes emerged from the data analysis: lack of policy implementation, inadequate leadership skills and role modelling. Two subthemes emerged from the theme, lack of policy implementation, namely: poor record-keeping and hierarchical issues. On further analysis of the theme, inadequate leadership skills, poor hierarchical coordination among nurse educator leaders; and favouritism emerged as subthemes. The last theme, role modelling, needed no further development and described the modelling of incivility as the behaviour that has birthed a generation of incivility among nurse educators.
Incivility exists in nursing colleges in Botswana, and it includes unruly behaviour towards one another; late coming; disrespect; and disregard of authority.
There must be collaboration between nurse educators and health policymakers to strengthen cordial relationships as well as foster disciplinary procedures on incivility. Clear policy on disciplinary procedures focusing on mitigating various forms of uncivil behaviours is imperative. Nurse educator leaders' training on management skill should also be strengthened and made mandatory before nurse educators are appointed to leadership positions.
本研究旨在从护理教育者领导者的角度探讨护理教育者学术不端行为。
学术环境应该是安全的，有利于教学和学习。学生和教师都应该有归属感和被重视感。
教师之间的不文明行为已被报道为扰乱教学环境，并与工作产出不佳有关。
采用桑德洛维奇（Sandelowski）解释的定性描述设计，探讨护理教育者领导者感知到的学术不端行为。对来自博茨瓦纳的三级管理人员的 20 名护理教育者领导者进行了半结构化访谈。埃洛（Elo）和金加斯（Kyngas）的方法用于分析定性数据。他们的主要目的是比较不同时期的类别，就像本研究中不同类别的护理领导者一样。
数据分析中出现了三个主要主题：政策执行不力、领导能力不足和角色塑造不当。主题“政策执行不力”下又出现了两个子主题：记录不良和等级问题。进一步分析“领导能力不足”主题，护理教育者领导者之间的等级协调不善和任人唯亲等问题突显出来。最后一个主题“角色塑造”无需进一步发展，描述了不文明行为的塑造，这种行为在护理教育者中孕育了一代不文明行为。
博茨瓦纳的护理学院存在不文明行为，包括彼此之间的不当行为、迟到、不尊重和不尊重权威。
护理教育者和卫生政策制定者之间必须合作，加强友好关系，并制定关于不文明行为的纪律程序。制定明确的纪律程序政策，重点是减轻各种形式的不文明行为是必要的。还应加强护理教育者领导者的管理技能培训，并在任命护理教育者担任领导职位之前将其作为强制性要求。
