How do nursing students and nurse faculty members contribute to incivility in nursing education? · What are some of the causes of incivility in nursing education?

Background
Information

Clark and Springer (2007) conducted a
qualitative study to examine the perceptions of faculty and students in a
nursing program on incivility. Their key questions were:

·
How do nursing students and
nurse faculty members contribute to incivility in nursing education?

·
What are some of the causes of
incivility in nursing education?

·
What remedies might be
effective in preventing or reducing incivility?

They
gathered responses from online surveys with open-ended questions from 36 nurse
faculty and 168 nursing students. Each of the researchers reviewed all comments
and organized them by themes. They noted four major themes of responses:

·
Faculty perceptions of in-class
disruption and incivility by students

·
Faculty perceptions of
out-of-class disruption and incivility by students

·
Student perceptions of uncivil
behaviors by faculty

·
Faculty and student perceptions
of possible causes of incivility in nursing education

A total of eight sub-themes were identified
among the faculty comments on types of in-class disruptions. Those subthemes
were:

·
Disrupting others by talking in
class

·
Making negative
remarks/disrespectful comments toward faculty

·
Leaving early or arriving late

·
Using cell phones

·
Sleeping/not paying attention

·
Bringing children to class

·
Wearing immodest attire

·
Coming to class unprepared

Reference

Clark, C. M., & Springer, P. J. (2007).
Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2),
93-97.

Assignment
Directions

Imagine that you have replicated the Clark
and Springer (2007) study with psychology students from an on-campus
undergraduate program (all face-to-face classes). The faculty members are
describing students they have in their psychology classes.

You have organized responses from the 15
faculty who responded regarding in-class disruptions.

Because this qualitative research study
involves human subjects, the researcher must consider the potential ethical
issues involved in conducting the study. The researcher should consider the
following things:

·
The potential
researcher/participant and participant/participant interactions involved in the
study.

·
The potential ethical issues
surrounding the researcher/participant and participant/participant interactions
involved in the study.

·
How to mitigate both the
ethical issues and harm to individuals and institutions.

Preliminary
Analysis

Complete the following steps to use the
SPSS data file (Faculty Comments Dataset.sav) to do some initial analyses of
the data:

1.
Open the SPSS data file.

2.
In DATA VIEW, notice that
columns 1 and 2 contain the comments that were collected. Also note that column
2 contains a place to enter the numerical code for each theme into which that
comment would fall. Columns 3-5 contain each faculty respondent’s ID code,
gender code (1=male, 2= female), and number of years teaching, respectively.

3.
In VARIABLE VIEW, notice how
the codes for gender are entered under the VALUES column. You will use the same
method to enter the codes for the comment themes for the second variable. You
will want to review the videos located in both the topic materials and in the
General Guidelines of the assignment for information on how to do this. Also,
note that to the far right in VARIABLE VIEW, under MEASURES, the proper scale
of measurement needs to be entered for each variable. Only years of teaching is
a scale (continuous) variable. All the others are codes/qualitative.

Coding
the Comments and Examining the Frequencies of Each Theme

Column 1 contains brief summaries of the
different comments that were collected from the 15 faculty (some faculty gave
more than one comment). Code the comments (Hint: generally, look for the same
themes that Clark and Springer found, but add anything that may be new or do
not include a theme that does not fit your set of comments) by completing the
following steps:

1.
Assign each type of comment a
number code (e.g., talking during class = 1; disrespectful = 2; etc.).

2.
Put the code of each comment in
the column headed FACULTYCOMMENTCODE just to the right of the comment (that is,
it should be in the same row as the comment).

Next, enter the code values and meaning of
each code. You will want to review the videos located in both the topic
materials and in the General Guidelines of the assignment for information on
how to do this. Complete the following steps to enter the code values and
meaning of each code:

1.
Switch to VARIABLE VIEW.

2.
Go to the row for the second
variable.

3.
Look under VALUES, and enter
the code value and the meaning of each code. For example, Value box = 1; Label
box = Talking during class. Then, click “Add” so the label shows in
the box below. Then, put the next code value (2) in the Value box, its meaning
in the Label box, and click “Add.” Continue this until all code values
and labels are showing in the larger box.

4.
When finished, click
“OK.”

Now, analyze the frequencies of comments in
each theme. You will want to review the videos located in both the topic
materials and in the General Guidelines of the assignment for information on
how to do this. Complete the following steps to analyze the frequencies of
comments in each theme:

1.
Go to AnalyzeàDescriptive StatisticsàFrequencies.

2.
Select FACULTYCOMMENTCODE and
move it to the box on the right (Variables). The “Display Frequency
Tables” box should be checked.

3.
Use data in the SPSS data file
to create a bar graph by selecting Chart and then choosing bar graph. Be sure
to have the graph show the frequency of each type of response. Note: you can
also display the percentage of all comments that fell into that category.

Submit the output tables and graphs with your summary write-up as
described below.

Here is an example of this kind of output
using a different, but similar, set of data:

Frequencies

FACULTYCOMMENTCODE

Frequency

Percent

Valid
Percent

Cumulative
Percent

Valid

Disrupting other by
talking in class

20

21.3

37.7

37.7

Making negative
remarks/disrespectful comments toward faculty

11

11.7

20.8

58.5

Leaving early and
arriving late

9

9.6

17.0

75.5

Using cell phones

7

7.4

13.2

88.7

Sleeping/not paying
attention

3

3.2

5.7

94.3

Bringing children to
class

1

1.1

1.9

96.2

Wearing immodest
attire

1

1.1

1.9

98.1

Coming to class
unprepared

1

1.1

1.9

100.0

Total

53

56.4

100.0

Missing

System

41

43.6

Total

94

100.0

Reporting
the Demographics of the Faculty

Every research report requires the
researcher to report the demographic characteristics of the participants. The
demographic information collected depends on the focus of the study. For this
study, two key pieces of demographic information were collected: the gender of
the faculty member and the number of years s/he has been teaching at the
college level.

Run an analysis of the data in this SPSS
file to summarize the characteristics of the 15 faculty in your study. You will
want to review the videos located in both the topic materials and in the
General Guidelines of the assignment for information on how to do this. Your
analysis should include the following items:

·
The number of male and female
faculty who responded

·
The mean number of years of
college teaching reported by this group.

·
The standard deviation of years
of college teaching reported by this group.

·
The range (lowest number of
years to highest number of years) of college teaching reported by this
group.

Complete the analysis by performing the
following steps:

1.
Go to AnalyzeàDescriptive StatisticsàFrequencies.

2.
Observe the frequency of males
and females.

3.
Create a chart as well as
recording the numbers. Disregard “missing values” as this is data
extraneous to the analysis; the SPSS system is only looking at the rows where
there are comments.

4.
Go to AnalyzeàDescriptive StatisticsàFrequencies.

5.
To determine the years of
teaching, move NUMBERYEARSTEACHING to the right box (Variable(s)).

6.
Select “Statistics,”
and then make sure that mean, std. deviation, minimum, maximum, and range are
checked.

7.
Click “Continue.”
Then click “OK.” Values for the mean, standard deviation, minimum,
maximum, and range will be provided to you in a single table. You will also be
presented with information on the frequency of each response, but you probably
will not use this if you have a lot of different answers. However, if you wanted
to report your findings in groups, the frequency output will provide
information for grouping. For example, you might want to report the number of
teachers who taught fewer than 5 years versus the number who had taught 5 or
more years. The frequency table would allow you to do this so that you would
not have to count them by hand.

Submit the output tables and graphs with your summary write-up as
described below.

Write-up
the Results

Summarize the results of the data analysis. The summary should
include a concise description of the following:

1.
The means to mitigate potential
ethical issues surrounding to this study.

2.
The themes identified when
analyzing the faculty comments about in-class disruptions.

3.
The demographics of the faculty
participants based on the data collected from the SPSS analyses.

Submit the SPSS output tables and graphs created in the previous
parts of this assignment as appendices to the summary statement.

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