How do nursing students and nurse faculty members contribute to 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:

Open the SPSS data file.
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.
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:

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

Switch to VARIABLE VIEW.
Go to the row for the second
variable.
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.
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:

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

Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and.png”>

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:

Go to AnalyzeàDescriptive StatisticsàFrequencies.
Observe the frequency of males and females.
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.
Go to AnalyzeàDescriptive StatisticsàFrequencies.
To determine the years of teaching, move
NUMBERYEARSTEACHING to the right box (Variable(s)).
Select “Statistics,” and then make sure that
mean, std. deviation, minimum, maximum, and range are checked.
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:

The means to mitigate potential ethical issues surrounding to this
study.
The themes identified when analyzing the faculty comments about
in-class disruptions.
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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