Kim Younglee, Kim Sook Young, Hong Eunhee, Brandt Cheryl
Department of Nursing, California State University San Bernardino, 5500 University Pkwy, San Bernardino, CA 92407, USA.
College of Nursing, Seoul Women's College of Nursing, 38 Ganhodae-ro, Seodaemun-gu, Seoul 03617, Republic of Korea.
Healthcare (Basel). 2023 Oct 3;11(19):2680. doi: 10.3390/healthcare11192680.
Incivility experienced by pre-licensure nursing students in clinical settings continues to grow. Interventions for clinical incivility to nursing students are needed. Our study aimed to examine the effects of a piloted two-hour interactive incivility management module on nursing students' perceived stress and general self-efficacy levels and preparedness for responding professionally to clinical incivility.
A quasi-experimental post-test-only non-equivalent comparison design with control and experimental groups was used. Senior nursing students enrolled in a Bachelor of Science in Nursing program from a nursing college located in Seoul, South Korea, were recruited. The control group ( = 94) completed a self-administered online survey without the clinical incivility management module. The experimental group ( = 93) completed the same survey after receiving the clinical incivility management module. The two groups' survey data were compared; qualitative data from the experimental group's post-module debriefing session were also analyzed.
The prevalence of reported clinical incivility was 72.73% ( = 137 out of 187 participants). Clinical incivility experienced by the experimental group was significantly lower than that of the control group (z = -4.865, < 0.001). However, there was no significant difference in stress levels and self-efficacy between the two groups. The mean score of the experimental group on preparedness for responding professionally to clinical incivility was statistically higher than the control group's mean score (z = -2.850, = 0.004).
Interventions to prepare students for the experience of clinical incivility are useful; they can positively affect the students' ability to respond professionally.
临床环境中，执照前护理专业学生所经历的不文明行为持续增加。需要针对护理专业学生的临床不文明行为采取干预措施。我们的研究旨在检验一个经过试点的两小时互动式不文明行为管理模块对护理专业学生感知压力、一般自我效能水平以及专业应对临床不文明行为的准备情况的影响。
采用仅进行后测的非等效对照组准实验设计，设立对照组和实验组。招募了韩国首尔一所护理学院护理专业本科项目的高年级护理专业学生。对照组（n = 94）完成了一项无临床不文明行为管理模块的自填式在线调查。实验组（n = 93）在接受临床不文明行为管理模块后完成了相同的调查。比较两组的调查数据；还分析了实验组模块后汇报会的定性数据。
报告的临床不文明行为发生率为72.73%（187名参与者中有137名）。实验组经历的临床不文明行为显著低于对照组（z = -4.865，P < 0.001）。然而，两组在压力水平和自我效能方面没有显著差异。实验组在专业应对临床不文明行为准备情况方面的平均得分在统计学上高于对照组的平均得分（z = -2.850，P = 0.004）。
为学生应对临床不文明行为经历做准备的干预措施是有用的；它们可以对学生的专业应对能力产生积极影响。
