Binghamton University, United States.
Utica University, United States.
Nurse Educ Pract. 2024 May;77:103975. doi: 10.1016/j.nepr.2024.103975. Epub 2024 Apr 17.
The aim of this study was to explore the relationship between faculty diversity and workplace civility in nursing programs.
Diversity is needed in healthcare and in nursing education. A diverse workforce contributes to positive organizational culture and optimal learning environments for students and faculty in nursing programs. However, nursing faculty with diverse backgrounds often experience incivility more often than the rest of the population. Effects of incivility for all faculty can be detrimental and commonly include both physical and emotional symptoms. Civility encompasses respect for diversity and inclusion. It involves consistent, intentional acts to welcome and celebrate individual differences as well as different ways of thinking and acting. The relationship between level of faculty diversity and workplace civility has not previously been studied. Understanding this relationship will be an important step in increasing workplace civility in nursing education.
Correlational design METHODS: Nursing faculty (n=528) from across the United States completed the Workplace Incivility/Civility Survey (WICS). Participants were grouped based on their self-reported level of faculty diversity at the nursing program where they were employed. Several questions from the WICS were analyzed to determine the experience and perceived incidence of incivility by the faculty participants. Descriptive statistics were used to calculate means and frequencies for the survey questions and Pearson correlation coefficient was calculated to determine if significant relationships existed between variables.
A significant negative correlation was found between the level of faculty diversity and workplace incivility. As faculty diversity increased, workplace incivility decreased.
Nursing programs with more diverse faculty tend to have lower levels of workplace incivility. Nursing program administrators should make every effort to diversify their faculty body.
本研究旨在探讨护理专业教职员工多样性与工作场所文明行为之间的关系。
医疗保健和护理教育都需要多样性。多元化的员工队伍有助于为护理专业的学生和教职员工营造积极的组织文化和最佳学习环境。然而，具有多元化背景的护理教师比其他人群更经常经历不文明行为。不文明行为对所有教师的影响都是有害的，通常包括身体和情绪症状。文明行为包括尊重多样性和包容性。它涉及到持续、有意的行为，欢迎和庆祝个人差异，以及不同的思维和行为方式。教职员工多样性水平与工作场所文明行为之间的关系尚未得到研究。了解这种关系将是提高护理教育工作场所文明行为的重要一步。
相关性设计
来自美国各地的护理教师（n=528）完成了工作场所不文明/文明调查（WICS）。参与者根据他们在受雇的护理项目中自我报告的教职员工多样性水平进行分组。对 WICS 的几个问题进行了分析，以确定教职员工参与者的不文明行为经历和感知发生率。使用描述性统计数据计算了调查问题的平均值和频率，并计算了 Pearson 相关系数，以确定变量之间是否存在显著关系。
发现教职员工多样性水平与工作场所不文明行为之间存在显著负相关。随着教职员工多样性的增加，工作场所不文明行为减少。
具有更多元化教职员工的护理专业往往具有较低水平的工作场所不文明行为。护理项目管理人员应尽力使教职员工队伍多样化。
