Navigating the shadows: The lived experiences of nursing students facing faculty incivility

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-06-20 DOI:10.1016/j.teln.2025.04.025

Mahboobe Shali PhD, MSc, BScN, RN , Alireza Nikbakht Nasrabadi PhD, MSc, BScN, RN , Arpi Manookian PhD, MSc, BScN, RN , Sara Rahimi PhD, MSc, BScN, RN

{"title":"Navigating the shadows: The lived experiences of nursing students facing faculty incivility","authors":"Mahboobe Shali PhD, MSc, BScN, RN , Alireza Nikbakht Nasrabadi PhD, MSc, BScN, RN , Arpi Manookian PhD, MSc, BScN, RN , Sara Rahimi PhD, MSc, BScN, RN","doi":"10.1016/j.teln.2025.04.025","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Academic incivility is increasingly prevalent in nursing education, negatively affecting student confidence and learning. Understanding this phenomenon is crucial for nurse educators to develop solutions.</div></div><div><h3>Aim</h3><div>To explore the lived experiences of Iranian undergraduate nursing students regarding faculty incivility in academic and clinical settings.</div></div><div><h3>Methods</h3><div>This qualitative study used a descriptive phenomenological approach, with semi-structured interviews analyzed via Colaizzi’s method in MaxQDA-v10. Fourteen nursing students who experienced academic incivility participated.</div></div><div><h3>Results</h3><div>Participants included eight females and six males. Two themes emerged from nursing students' lived experiences: \"Unprofessional Conduct\" and \"Emotional Devastation.\" Students described feelings of disrespect through ignored questions, inappropriate tones, and public humiliation. These experiences led to emotional distress, reduced motivation, and some even considered leaving the nursing profession due to these negative encounters.</div></div><div><h3>Conclusions</h3><div>This study reveals the emotional and systemic consequences of faculty incivility for nursing students, highlighting its impact on learning, confidence, and commitment. Findings stress the need for faculty training to foster civility and institutional policies to address power dynamics and improve academic environments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1042-e1048"},"PeriodicalIF":1.7000,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308725001453","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Academic incivility is increasingly prevalent in nursing education, negatively affecting student confidence and learning. Understanding this phenomenon is crucial for nurse educators to develop solutions.

Aim

To explore the lived experiences of Iranian undergraduate nursing students regarding faculty incivility in academic and clinical settings.

Methods

This qualitative study used a descriptive phenomenological approach, with semi-structured interviews analyzed via Colaizzi’s method in MaxQDA-v10. Fourteen nursing students who experienced academic incivility participated.

Results

Participants included eight females and six males. Two themes emerged from nursing students' lived experiences: "Unprofessional Conduct" and "Emotional Devastation." Students described feelings of disrespect through ignored questions, inappropriate tones, and public humiliation. These experiences led to emotional distress, reduced motivation, and some even considered leaving the nursing profession due to these negative encounters.

Conclusions

This study reveals the emotional and systemic consequences of faculty incivility for nursing students, highlighting its impact on learning, confidence, and commitment. Findings stress the need for faculty training to foster civility and institutional policies to address power dynamics and improve academic environments.

查看原文本刊更多论文

在阴影中航行：护理学生面对教师无礼的生活经历

学术不文明在护理教育中越来越普遍，对学生的信心和学习产生了负面影响。了解这一现象对于护理教育者制定解决方案至关重要。目的探讨伊朗护理本科学生在学术和临床环境中对教师不文明行为的生活经历。方法本定性研究采用描述现象学方法，采用Colaizzi的方法在MaxQDA-v10中进行半结构化访谈分析。14名经历过学术不文明的护理专业学生参与了研究。结果参与者中女性8人，男性6人。从护理专业学生的生活经历中出现了两个主题：“不专业的行为”和“情感上的破坏”。学生们通过忽视问题、不恰当的语气和公开羞辱来描述不尊重的感觉。这些经历导致情绪困扰，动机降低，有些人甚至因为这些负面的遭遇而考虑离开护理行业。结论：本研究揭示了教师不文明行为对护生的情感和系统影响，突出了其对学习、信心和承诺的影响。研究结果强调了教师培训的必要性，以培养文明和制度政策，以解决权力动态和改善学术环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty