\nHow do nursing students and nurse faculty contribute to incivility in nursing education?
\nWhat are some of the causes of incivility in nursing education?
\nWhat remedies might be effective in preventing or reducing incivility?
\nThey gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
\nFor this PSY-850 class, you will design a ?mock? replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
\nYou will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).<\/p>\n
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
\nWeek 2 Assignment: (Read the following article and construct a 10 key points document.)
\nGCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark and Springer (2007) to identify and construct a 10 key points document in preparation for the mock study on incivility in psychology classes.
\nSteps:
\nRead Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved from https:\/\/lopes.idm.oclc.org\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-live&scope=site
\nAs you read, highlight information that relates to the 10 key points, such as the purpose, problem, sample, research question, etc.
\nAfter reading and highlighting the components of the article, complete the 10 key points table based on the Clark and Springer (2007) study in nursing education.<\/p>\n
\n\tTen Strategic Points\tComments or Feedback
\nBroad Topic Area\t\t
\nLit Review\t\t
\nProblem Statement\t?This study was conducted using quantitative and qualitative methodologies to investigate the problem of incivility in nursing education in a university environment from both student and faculty perspectives? (Clark and Springer, 2007, p. 94).
\nRewrite this in ?GCU? format.\t
\nResearch Questions\t\t
\nSample\tSample: identify the sample from the Clark and Springer study.<\/p>\n
\nDescribe Phenomena (Qualitative) \t\t
\nMethodology and Design\t\t
\nPurpose Statement\t?Its purpose was to consider possible causes of incivility and to recommend potential remedies? (Clark and Springer, 2007, p.94).
\nRewrite this purpose statement based on ?GCU? format.\t
\nData Collection Instruments and Approach\tDescribe instruments used for the Clark and Springer study.
\nDescribe the data collection approach used in the Clark and Springer study along with informed consent procedures.\t
\nData Analysis Approach\tDiscuss the data analysis approach used in the Clark and Springer study.<\/p>\n
Week 5 Assignment: In Week 2, you constructed a 10 key points document based on the Clark and Springer (2007) study conducted on incivility in nursing education. In preparation for the mock replication study to be completed by participants in undergraduate psychology classes, you now must construct a 10 key points document for your own study. This must meet GCU criteria in terms of problem, purpose, and research question format. This would be a descriptive case study at GCU.
\nSteps:
\nReview the 10 key points constructed in Week 2 and the Clark and Springer (2007) study. Additionally, review the feedback provided by the instructor.
\nUse the following template to develop 10 key points for your replication study in an undergraduate psychology program. Be sure to use resources in the DC network>Research\/Dissertation tab> Prospectus templates to review the criteria for the purpose, problem, research questions and other key points.
\nUse the prompts and suggestions contained in the template to guide your work.
\n\tTen Strategic Points\tComments or Feedback
\nBroad Topic Area\tIncivility in psychology undergraduate education programs\t
\nLit Review\tInclude citations from studies on incivility in psychology education\t
\nProblem Statement\tWrite a problem for the psychology study, in the GCU required format.<\/p>\n
Research Questions\tNow frame questions for the study you will design for a target population of undergraduate psychology programs.\t
\nSample\tDescribe the sampling strategy you could use for a like study in an undergraduate psychology program. Define and justify the sampling strategy from a research source. Justify the sample size for a qualitative study from a research source and from the GCU Core Design Document.\t
\nDescribe the Phenomenon \t\t
\nMethodology and Design\tDescribe the method and design you would use and justify your choice of both from a research source.\t
\nPurpose Statement\tDevelop a purpose statement for a psychology undergraduate program in the required GCU format.\t
\nData Collection Instruments and Approach\tDescribe the IHE instrument to be used in this study.
\nDescribe the data collection approach you would use, including getting informed consent and how you would protect the confidentiality of participants.\t
\nData Analysis Approach\tDiscuss a specific data analysis strategy you would use in your replication study in an undergraduate psychology program. Cite a specific researcher?s strategy such as Hatch, Miles and Huberman, Bogden and Biklin, or Saldana.\t
\nWeek 7 Assignment
\nYou will analyze four transcribed interviews by inductively coding the data and developing themes. This will be a miniature version of what coding a large study would be like.
\nDirections
\nPerform the following tasks to conduct the analysis:
\nCode the data: To analyze the data, you must first identify categories or themes that appear in the data. To accomplish this, do the following:
\nRead the transcript of each participant?s responses and identify words that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline).
\nWhen you recognize words or phrases that appear frequently, make note of them. That is, circle or highlight them in the text.
\nAfter reading all participants? responses, review the words\/phrases you marked or wrote down and identify a short list of useful codes. See Table 1 below.
\nCollapse these codes into four or five categories or themes and name them. See Table 1, column 2, below.
\nList the categories or themes and substantiate them with quotations from the online focus group participant transcripts. See Tables 2 and 3, below. You could put all of these in one table, or you could use a table for each theme, and provide several examples of quotes in the right-hand column for that theme.
\nPresent your results in a table (below) formatted according to the APA guidelines found in the ?APA Style Guide,? located in the Student Success Center.
\nIdentify your coding process in an appendix (an example is included in the Appendix below).<\/p>\n
Task 1: Code the transcript as described above, and color code the transcript using a color for each key code. Do this in Word.<\/p>\n
Task 2: Create a codebook.
\nCode\tDefinition of the Code\tExample From Transcript<\/p>\n
\nTask 3: Create a table of words or phrases that appear frequently. Display as shown in Table 1.
\nTable 1<\/p>\n
Words or Phrases that Appear Frequently
\nWord or Phrase\tNotes on the Words\/Phrases\tNotes on Emerging Themes
\nWrite down the word(s) or phrase(s) here. \tFor example, do they appear in a transcript of one particular interview, or do they show up in several interviews? If they show up in several, there is a pattern that cross-cuts individuals.
\nYou might want to state
\nName of participant\/page number of transcript (if that seems to make sense). \tAs you review the list of words\/phrases in column 1, and see some patterns, you can name the patterns. Collapse the repeating words\/phrases into 4-5 (or whatever seems relevant) themes.
\nWrite down the words or phrases here.\t\t
\nKeep writing down many words\/phrases that appear frequently, until you have written them all down.\t\t<\/p>\n
Task 4: Based on Table 1 and your coded transcript, create a table based on Tables 2 and 3. Create a table for each theme.<\/p>\n
Table 2<\/p>\n
Inductively Developed Themes
\nTheme\tExamples of Quotes From the Transcripts
\nPut the name of the theme here. \tPut a quote here that represents the theme
\n\tPlace additional examples of quotes for this theme in each cell in this table.<\/p>\n
Table 3<\/p>\n
Inductively Developed Themes
\nTheme\tSample Responses
\nName another theme.\tProvide a quote that exemplifies this theme.
\n\tProvide another quote here.<\/p>\n
Note: You would put notes here if needed. See pages 130-131 of your APA manual. <\/p>\n
Write-up the Results
\nA research report is not complete without a written summary of the research findings. To complete the research report, follow the instructions below and include the components outlined. Include the table and the chart you have created to show the data graphically\/visually.
\nIntroduction
\nDiscuss the background information and the fact that this study was modeled after a study conducted by Clark and Springer in 2007. Discuss the data Clark and Springer collected and their results. Then discuss how your ?mock or replication? study conducted in an undergraduate psychology program will add to these results.
\nSample — discuss who participated in your study.
\nInstruments…describe the structure and purpose of instrument you used: the IHE (the interview transcript).<\/p>\n
Data Analysis
\nDiscuss your own initial analysis and the codes that you came up with. Collapse these codes into three to four themes as Clark and Springer did. However, this must be based on the ?mock? data you collected (and we presented in a separate document).
\nResults
\nWrite a summary of the themes that you identified when analyzing the faculty comments about in-class disruptions. Include the table and the chart you have created to show the data graphically\/visually.
\nRecommendations
\nCompare your results to those of Clark and Springer (2007):
\nClark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Clark and Springer used the Incivility in Nursing Education survey along with open-ended questions to collect data from 36 nursing faculty and 168 nursing students.
\nEach of the researchers reviewed all comments and organized them by themes. Clark and Springer noted four major themes of responses:
\nFaculty perceptions of in-class disruption and incivility by students
\nFaculty perceptions of out-of-class disruption and incivility by students
\nStudent perceptions of uncivil behaviors by faculty
\nFaculty and student perceptions of possible causes of incivility in nursing education
\nA total of eight codes were identified among the faculty comments on types of in-class disruptions. These were the following:
\nDisrupting others by talking in class
\nMaking negative remarks\/disrespectful comments toward faculty
\nLeaving early or arriving late
\nUsing cell phones
\nSleeping\/not paying attention
\nBringing children to class
\nWearing immodest attire
\nComing to class unprepared
\nBased on your findings, discuss some strategies that these faculty members can use to reduce the incidences of disrespectful behaviors. Cite the recommendations from peer-reviewed sources.
\nDiscuss how you would also use the data analysis strategy listed in your 10 key points to code and theme the open-ended comments from faculty.
\nDiscuss the benefits and limitations of using SPSS and frequency counts in qualitative data analysis, along with why additional analysis is required.
\nReferences
\nInclude a reference list of the sources used.
\nBernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative data. New York, NY: Sage Publications.
\nClark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved from https:\/\/lopes.idm.oclc.org\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-live&scope=site
\nGrand Canyon University. (2013). Template for coding and summary tables.
\nGroenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 15-16
\nHatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press.
\nMoustakas, C. (1994). Phenomenological research methods. New York, NY: Sage Publications.
\nYin, R. (2014). Case study research design and methods. New York, NY: Sage Publications.<\/p>\n
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