Abstract

Incivility is a well-known issue in nursing, negatively impacting every aspect of the profession. In response to high incivility levels within a baccalaureate nursing program in central Texas, an incivility education module was created for use in adult medical-surgical courses. The module incorporated online preparatory learning followed by active classroom learning, roleplay practice, and faculty modeling to teach students to define, identify, and respond to incivility using evidence-based cognitive-behavioral strategies. Data was collected pre-education implementation and at three post-education time points to evaluate student self-efficacy changes in recognizing and responding to incivility. The COVID-19 pandemic necessitated changing the education delivery to a virtual online format. Loss of clinical placements severely reduced the in-person reinforcement and modeling of the project design. As a result of these changes, the anticipated outcomes based on the evidence synthesis were not met

Date of publication

Spring 4-25-2021

Document Type

DNP Scholarly Project

Language

english

Persistent identifier

http://hdl.handle.net/10950/3669

Committee members

Cheryl D. Parker, PhD, RN-BC, CNE; Kathleen Schneider PhD, RN, CNE; Lauri D. John, PhD, RN, CNS; Sandra Petersen DNP, APRN; Jennifer Chilton PhD, RN; Barbara Haas PhD, RN

Degree

Doctor of Nursing Practice

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