AIM:This study explored the lived experiences of baccalaureate nursing graduates with faculty incivility in nursing education in the United Arab Emirates.
BACKGROUND:Despite the consistent results regarding the prevalence of incivility in nursing education worldwide, less focus has been placed on faculty incivility and little is known about this phenomenon in the Arab world.
INTRODUCTION:Incivility in nursing education is correlated with a negative learning-teaching environment contributing to faculty and students' attrition. Incivility can be transferred to clinical settings interfering with safe clinical practice.
METHODS:Applying the descriptive phenomenological approach and guided by Clark's conceptual model for fostering civility in nursing education, the experiences of nine nursing graduates with faculty incivility were examined through semi-structured face-to-face interviews. Data were analysed following Colaizzi's seven-step process.
FINDINGS:Data analysis yielded six major themes: an emotionally traumatic experience, unengaged faculty, decreased motivation to learn, displaying favouritism, displaying culturally and sexually inappropriate behaviour, and coping behaviours.
DISCUSSION:Faculty incivility results in tribulations and sabotages open and constructive communication between students and faculty. Faculty poor teaching skills, lack of preparation and teaching competence were also considered as acts of incivility towards students.
CONCLUSION:The findings illuminated the faculty incivility phenomenon in nursing education from the informants' perspective which may assist in generating strategies to promote a positive learning environment as endorsed by the local nursing and midwifery council.
IMPLICATIONS FOR NURSING EDUCATION AND POLICY:In addition to adopting a civility policy, incorporating civility in the curriculum and crafting a procedure to report faculty incivility anonymously, clear educational qualifications that align with the World Health Organization requirements for nurse educators must be enacted by the local regulatory bodies.
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【Faculty incivility: lived experiences of nursing graduates in the United Arab Emirates.].
【教师不活跃度：阿拉伯联合酋长国护理毕业生的生活经验。】
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DOI：10.1111/inr.12554文章类型：杂志文章
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目的：本研究探讨了阿拉伯联合酋长国学历不佳的学士学位护理毕业生在护理教育中的生活经验。
背景：尽管在世界范围内护理教育中普遍存在关于不活跃现象的结果，但对教师不活跃问题的关注较少，而在阿拉伯世界对该现象知之甚少。
简介：护理教育中的礼节性与负面的教学环境有关，导致教师和学生的减员。可以将不活跃因素转移到干扰安全临床实践的临床环境中。
方法：应用描述性现象学方法，并以克拉克（Clark）的观念模型为指导，在护理教育中培养文明，通过半结构化的面对面访谈，对9名具有教职能力的护理毕业生的经历进行了考察。按照Colaizzi的七个步骤对数据进行了分析。
结果：数据分析产生了六个主要主题：情感上的创伤经历，教师的空缺，学习动机的降低，表现出偏爱，表现出文化上和性上不适当的行为以及应对行为。
讨论：教师不活跃会导致患难与破坏，并在学生与教师之间形成建设性的交流。教师教学技能差，缺乏准备和教学能力也被认为是对学生的不活跃行为。
结论：这些发现从线人的角度阐明了护理教育中的教师不活跃现象，这可能有助于制定策略，以促进当地护理和助产理事会的积极学习环境。
育人教育和政策的含义：除了采用文明政策，将文明纳入课程表并制定程序匿名举报教员不文明行为之外，当地还必须制定符合世界卫生组织对护士教育者要求的明确教育资格监管机构。
背景：尽管在世界范围内护理教育中普遍存在关于不活跃现象的结果，但对教师不活跃问题的关注较少，而在阿拉伯世界对该现象知之甚少。
简介：护理教育中的礼节性与负面的教学环境有关，导致教师和学生的减员。可以将不活跃因素转移到干扰安全临床实践的临床环境中。
方法：应用描述性现象学方法，并以克拉克（Clark）的观念模型为指导，在护理教育中培养文明，通过半结构化的面对面访谈，对9名具有教职能力的护理毕业生的经历进行了考察。按照Colaizzi的七个步骤对数据进行了分析。
结果：数据分析产生了六个主要主题：情感上的创伤经历，教师的空缺，学习动机的降低，表现出偏爱，表现出文化上和性上不适当的行为以及应对行为。
讨论：教师不活跃会导致患难与破坏，并在学生与教师之间形成建设性的交流。教师教学技能差，缺乏准备和教学能力也被认为是对学生的不活跃行为。
结论：这些发现从线人的角度阐明了护理教育中的教师不活跃现象，这可能有助于制定策略，以促进当地护理和助产理事会的积极学习环境。
育人教育和政策的含义：除了采用文明政策，将文明纳入课程表并制定程序匿名举报教员不文明行为之外，当地还必须制定符合世界卫生组织对护士教育者要求的明确教育资格监管机构。
