Students' voices: The lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education☆
Section snippets
Background
The following databases were accessed to identify relevant literature: CINAHL, Medline, Science Direct, and Education Research Complete. The parameters of the review were English language literature between 2000 and 2011that examined the socialization experience of undergraduate nursing students. Relevant literature published prior to 2000 was also reviewed. Search terms included ‘nursing,’ ‘socialization,’ ‘self-concept as nurse,’ ‘identity development,’ and ‘professional formation.’
Method
An interpretive phenomenological design was used to study the lived experience of ADN education (Spiegelberg, 1975). Phenomenology focuses on understanding a phenomenon as experienced by a group of people and the meaning of the experience as they perceive it because “critical truths about reality are grounded in people's lived experiences” (Polit and Beck, 2010, p. 267).
Since professional formation occurs within a social context, symbolic interactionism was used to guide data analysis. Blumer
Findings
Themes and narrative data are presented for the research question, How do students' lived experiences shape their emerging identity as nurses? Faculty incivility was comprised of four interrelated experiences: a) verbally abusive and demeaning experiences, b) favoritism and subjective evaluation, c) rigid expectations for perfection and time management, and d) targeting and weeding out practices. Participants' narratives uncovered faculty incivility that interfered with professional identity
Discussion
The purpose of this study was to acquire an understanding of the lived experience of ADN education. Participants described nursing education as a challenging endeavor. They expressed appreciation for caring faculty who provided formative feedback, conveyed belief in their ability to learn and grow, and assisted them to navigate the challenges of nursing education (Del Prato, 2010). In stark contrast, participants' narratives uncovered faculty incivility as a major source of stress that
Limitations
This study is limited to the experiences and meaning making processes of the 13 participants. The findings are presented in the context of these students' lived experiences in one of three ADN programs in the northeastern US. The experiences of nursing students in other types of programs and from other geographic locations are not represented in this work.
Nursing students' perspectives are honored in this work. Faculty perspectives are important to examine but are not represented in this study
Conclusion
Faculty who role model caring and respect in the formal and hidden curriculum contribute to the positive formation of future nurses. As leaders, nursing faculty create cultures of caring and civility by openly addressing incivility, creating safe opportunities for student and faculty discussion of experiences, and improving organizational support (Clark and Springer, 2010).
Educating and empowering future nurses to manage uncivil experiences may also help interrupt the cycle of horizontal
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2023, Teaching and Learning in NursingExperiences of undergraduate nursing students with faculty incivility in nursing classrooms: A meta-aggregation of qualitative studies
2021, Nurse Education in PracticeCitation Excerpt :Unfairness was commonly evidenced by subjective grading of student performance based on favoritism or exclusion of a particular student from learning activities, which are due to personal biases such as those related to gender, ethnicity, or general appearance (Altmiller, 2012; Clark, 2008; Del Prato, 2013; Dulaney, 2015; Masoumpoor et al., 2017; Tower-Siddens, 2014; Williams, 2017). Students believed that they had become targets of faculty incivility and were set up for failure if they looked weak or had a trait that was subject to the personal bias of faculty members (Altmiller, 2012; Clark, 2008; Del Prato, 2013; Dulaney, 2015; Holtz et al., 2018; Mott, 2014): “I just always felt like her target.
Effect of Korean nursing students’ experience of incivility in clinical settings on critical thinking
2020, HeliyonCitation Excerpt :Clinical instructors often conduct periodic assessments to identify incivility toward nursing students; results should be reported to administrators of both the school and the clinical area. It is the responsibility of both clinical instructors and practicing nurses to be aware of the risk for incivility toward nursing students (Altmiller, 2012; Del Prato, 2013) and to take action to create and maintain positive learning environments in clinical education settings (Clark, 2009; Clark et al., 2015). Furthermore, clinical nurse administrators should reinforce the responsibility of nurses as well as other healthcare staff to contribute to nursing students’ educational achievements through respectful behaviors in clinical sites (Anthony and Yastik, 2011).
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The author thanks Dr. Deanna Reising and Dr. Kathie Lasater for their careful and constructive review of this manuscript.