The Managing Student Incivility and Misconduct In Nursing Education. Decent behavior refers to being polite to others and respecting their dignity. In contrast, incivility is defined as negative behavior that involves insulting others or violating common standards of workplace behavior.
The Managing Student Incivility and Misconduct In Nursing Education
Once in-civil behavior is identified and categorized, each nurse is asked to develop strategies to combat it. Some of these strategies include: deep breathing and meditation to reduce stress, anxiety, depression, and burnout.
These common rude acts include demeaning or contemptuous behavior, refusal to help each other, inattentiveness in classes and meetings, failure to meet workloads, participation in gossip, and a general lack of professionalism (Aul, 2017; Clark, 2008a; Clark & Springer, 2007; Clark et al., 2013).
Rudeness. In an academic context, incivility can be broadly defined as student behavior that negatively impacts the learning environment. One faculty member describes the dilemma of how to determine whether certain behaviors are indecent: “Student indecency often depends on the observer.
Three basic types of incivility have been described: workplace bullying, personal bullying, and physical bullying (Einarsen et al., 2009).
Introduction
Managing Student Incivility In today’s higher education landscape, instances of student incivility and misconduct are increasingly prevalent (Clark & Springer, 2007; Luparell & Frisbee, 2014). For nursing educators, maintaining a safe and productive learning environment is essential for delivering high-quality education. This article explores effective strategies for managing student behavior and minimizing disruptions, focusing on developmental, legal, and risk management aspects.
Understanding Student Incivility in Higher Education
Despite the rewarding aspects of teaching, faculty members often encounter challenging interactions with students. Incivility in academia mirrors societal issues, with nursing education being no exception (Altmiller, 2012; Clark, 2008b; Mott, 2014). Research by iindicates that faculty frequently deal with problems such as tardiness, inattentiveness, and academic dishonesty. Although less common, incidents of verbal or physical abuse also occur (Luparell, 2004; Williamson, 2011). Stress among faculty and students significantly contributes to such behavior (Clark, 2008a).
Understanding the broader context of incivility is crucial. Both student and faculty behaviors interact with and influence each other. Incivility is often reciprocal, and faculty actions can unintentionally contribute to negative student behaviors (Altmiller, 2012; Clark, 2008a; Porath & Pearson, 2012). Boice (1996) highlights that poor teaching practices and a lack of intervention can perpetuate classroom incivility. Faculty members must recognize that student misbehavior may reflect underlying issues, including stress and teaching effectiveness.
A Continuum of Misconduct in Nursing Education
Student misconduct spans a range of behaviors, from minor annoyances to serious violations. Institutions typically outline acceptable behavior through documents such as Student Codes of Conduct or Honor Codes. These frameworks help categorize behaviors into three main categories:
- Annoying Acts: Minor disruptions or behaviors that may not initially violate policy but can affect the learning environment if persistent.
- Administrative Violations: Actions that breach institutional rules or guidelines, such as repeated tardiness or unexcused absences.
- Criminal Conduct: Serious violations that may involve legal consequences, including theft or physical assault.
A behavior like cheating on an exam can fall into multiple categories, illustrating the complexity of managing student conduct. Faculty must observe behaviors objectively, distinguishing between minor annoyances and serious violations. Creating a clear, fair approach to handling misconduct helps maintain a productive learning environment.
Preventative Strategies for Managing Misconduct
Proactive measures are crucial for preventing and addressing student incivility. Effective strategies include:
- Establishing Clear Expectations: Clearly outline behavioral expectations and consequences from the start. Use syllabi, orientation sessions, and regular reminders to communicate these standards.
- Fostering a Positive Learning Environment: Create an inclusive and supportive classroom atmosphere. Engage students through interactive teaching methods and build strong relationships to reduce the likelihood of incivility.
- Providing Support and Resources: Ensure students have access to resources for managing stress and academic challenges. Offer counseling services and academic support to help students address issues before they escalate.
Proactive Response Strategies
When misconduct occurs, a timely and thoughtful response is essential. Effective strategies include:
- Addressing Issues Early: Intervene at the first sign of disruptive behavior to prevent escalation. Address minor issues before they become more significant problems.
- Utilizing Campus Resources: Collaborate with campus resources such as student conduct officers, counseling services, and legal advisors to manage complex situations effectively.
- Documenting Incidents: Keep detailed records of student behavior and any actions taken. Documentation supports fair and consistent handling of misconduct and provides a basis for further action if needed.
Conclusion
Managing student incivility and misconduct in nursing education requires a multifaceted approach. By understanding the continuum of misconduct, implementing preventative strategies, and responding proactively, faculty can create a conducive learning environment. Awareness, clear expectations, and effective use of resources are key to minimizing disruptions and fostering a positive educational experience. Faculty are encouraged to consult with campus administrators, legal counsel, and other relevant resources to address specific institutional challenges.
This article is informed by extensive research and practical experience, providing a comprehensive framework for navigating the complexities of student behavior in higher education.
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