Penconek Tatiana, Hayduk Leslie, Kunyk Diane, Cummings Greta G
Faculty of Nursing, University of Alberta, Edmonton Health Clinic Academy, 11405 - 87 Ave, Edmonton, Alberta, T6G 1C9, Canada.
Faculty of Arts- Sociology Department, University of Alberta, Tory (H.M.) Building, 11211 Saskatchewan Drive, Edmonton, Alberta, T6G 2H4, Canada.
Int J Nurs Stud Adv. 2024 May 1;6:100204. doi: 10.1016/j.ijnsa.2024.100204. eCollection 2024 Jun.
Understanding antecedents and consequences of incivility across higher education is necessary to create and implement strategies that prevent and slow uncivil behaviors.
To identify the nature, extent, and range of research related to antecedents and consequences of incivility in higher education.
A scoping review of the literature.
Eight electronic databases searched in January 2023 including MEDLINE Ovid, CINAHL, ERIC, PsycINFO, Scopus, ProQuest Education Database, Education Research Complete, and ProQuest Dissertations and Theses Global.
We included primary research articles examining antecedents or consequences of incivility in higher education. Two reviewers independently screened and determined inclusion of each study. Data extraction was completed. We employed a numerical descriptive summary to analyze the range of data and content analysis to categorize the antecedents and consequences of incivility in higher education.
Database searches yielded 6678 unique articles. One hundred and nineteen studies published between 2003 and 2023 met the inclusion criteria, of which, 65 reported research in nursing education, and 54 in other programs and disciplines. A total of 91 antecedents and 50 consequences of incivility in higher education were reported. Stress ( = 12 nursing, = 4 other programs), faculty incivility ( = 9 nursing, = 5 other programs), and student incivility ( = 4 nursing, = 5 other programs) were reported as antecedents of incivility in higher education. Physiological and psychological negative outcomes ( = 25 nursing, = 12 other programs), stress ( = 6 nursing, = 6 other programs), and faculty job satisfaction ( = 3 nursing, = 2 other programs) were reported as consequences of incivility in higher education.
Supporting development of teaching practices and role modeling of civility by faculty is a crucial element to slowing the frequency of uncivil interactions between faculty and students. Specific strategies that target stress, such as, cognitive behavioral therapy, coping skills, and social support could mitigate incivility in higher education. Future research needs to examine the strength of the negative effects of incivility on physiological and psychological outcomes through advanced statistical methods, as well as the cumulative effects of uncivil behavior on these outcomes over time for both students and faculty. Application of advanced statistical methods can also support our understanding of sources of incivility as well as the accuracy of causal connections between its antecedents and consequences.
了解高等教育中不文明行为的前因后果对于制定和实施预防及减少不文明行为的策略至关重要。
确定与高等教育中不文明行为的前因后果相关的研究性质、范围和领域。
1）确定高等教育不文明行为研究中抽样的学科和项目，2）比较护理教育研究中考察的不文明行为的前因后果与高等教育中的其他学科和项目。
对文献进行范围综述。
2023年1月搜索了八个电子数据库，包括MEDLINE Ovid、CINAHL、ERIC、PsycINFO、Scopus、ProQuest教育数据库、教育研究完整版和ProQuest全球学位论文数据库。
我们纳入了研究高等教育中不文明行为前因或后果的原创研究文章。两名评审员独立筛选并确定每项研究是否纳入。完成了数据提取。我们采用数值描述性总结来分析数据范围，并采用内容分析法对高等教育中不文明行为的前因后果进行分类。
数据库搜索产生了6678篇独特文章。2003年至2023年发表的119项研究符合纳入标准，其中65项报告了护理教育方面的研究，54项报告了其他项目和学科的研究。共报告了高等教育中不文明行为的91个前因和50个后果。压力（护理专业 = 12，其他项目 = 4）、教师不文明行为（护理专业 = 9，其他项目 = 5）和学生不文明行为（护理专业 = 4，其他项目 = 5）被报告为高等教育中不文明行为的前因。生理和心理负面结果（护理专业 = 25，其他项目 = 12）、压力（护理专业 = 6，其他项目 = 6）和教师工作满意度（护理专业 = 3，其他项目 = 2）被报告为高等教育中不文明行为的后果。
支持教师发展教学实践并树立文明榜样是减少师生之间不文明互动频率的关键因素。针对压力的具体策略，如认知行为疗法、应对技巧和社会支持，可以减轻高等教育中的不文明行为。未来的研究需要通过先进的统计方法研究不文明行为对生理和心理结果的负面影响强度，以及不文明行为对学生和教师这些结果随时间的累积影响。应用先进的统计方法还可以帮助我们理解不文明行为的来源以及其前因后果之间因果联系的准确性。
