Abstract

Incivility in nursing education remains a pervasive issue, necessitating effective interventions to address its impact on students and faculty. This project was conducted to address a perceived problem of incivility in a nursing school in northeast Texas. Guided by the Johns Hopkins evidence-based practice model, an evidence search followed by critical appraisal was undertaken to determine the most effective intervention to combat incivility within the nursing school. Because the project included no experimental procedures and did not pose physical or emotional risks to nursing students or faculty, the organizational IRB approved the project. An evidence-based educational session incorporating cognitive rehearsal techniques and role-playing opportunities was implemented with students and faculty in the final semester of the Associate Degree in Nursing program. Before and after the intervention, incivility was measured using the Incivility in Nursing Education-Revised (INE-R) survey. The project produced the valuable insight that incivility was less prevalent in the school of nursing than was perceived prior to the project. Aligning with the evidence supporting the project, three months after the intervention, student and faculty perceptions about both frequency and severity of incivility were markedly decreased from baseline. The positive impact of this project enhances the likelihood that the intervention will be incorporated into routine practice within the organization, enhancing the overall learning environment and promoting a culture of respect and professionalism in nursing education.

Date of publication

Spring 5-18-2024

Document Type

DNP Scholarly Project

Language

english

Persistent identifier

http://hdl.handle.net/10950/4701

Committee members

Lauri D. John, PhD, RN, CNS

Degree

Doctor of Nursing Practice

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