Discussion: NURS 6003 Study For Nursing

Discussion: NURS 6003 Study For Nursing

The concept of incivility and civility at workplace and academic settings can sometimes be difficult to understand. The word civility is difficult to define even though almost everyone has a basic understanding of what it is and what it is not (Chaowalit, & Nasae, 2016). Incivility happens everywhere including academic settings as well as clinical settings. Incivility in the academic setting is any behavior that compromises the harmonious and cooperative learning environment. In the academic arena, it can be initiated by either the nursing students or the nursing faculty (Muliira, Natarajan, & Van Der Colff, 2017). This paper discusses student-to-faculty incivility, faculty-to-faculty incivility, and solutions to academic incivility. It also discusses workplace incivility and the solutions to workplace incivility.

Student-to-Faculty Incivility

As stated earlier, incivility can be initiated by either the students or the instructor. Student-to-faculty incivility happens between students and their teachers. This activity is destructive to the emotional and physical wellbeing of the targets (Catalano, 2019). In student-to-faculty incivility, nursing students often express harassing and threatening behaviors towards their teachers over grades. They may miss classes because they think the instructor is stupid or boring. Student-to-faculty incivility can also happen in situations where students have decided to cheat on examinations and homework assignments to achieve high grades. In some cases, students may refuse to take part in in-class activities, becoming unprepared for the lessons by avoiding reading or not doing assignments (Catalano, 2019). Additionally, student-to-faculty incivility occurs when students distract teachers by asking irrelevant confrontational questions during classroom lessons. Students may also practice incivility by complaining behind the back of their teacher to the instructor’s seniors.

Faculty-to-faculty incivility

Conflicts occur even among the groups of highly learned individuals and between extremely motivated professionals in nursing faculty. Faculty-to-faculty incivility is very common in higher education settings and many instances, it is ignored and left unaddressed. The roughness between faculties may be orchestrated by extreme self-interest, personality differences, spite, jealousy, high need for power, or revenge (Catalano, 2019). Cases associated with faculty incivility are mainly seen when there are unclear role expectations, evolving technology, heavy workloads, and pressure to publish. It is also common in institutions where the leader lacks the skills to manage conflicts with other faculty. Examples of faculty incivilities include resisting change, districting others during meetings using media, devices (Catalano, 2019). It may also entail making rude comments and refusing to communicate on matters related to work, faculty incivility can lead to long-term devastating effects such as isolation, diminished quality of work, and increased absenteeism.

Solutions to Academic Incivility

Effective measures must be taken immediately to eliminate incivility once it is realized in an academic setting. For instance, clinical and academic nurse educators should not eat their young as seen in academic incivility (Catalano, 2019). Eating their young activities that they should avoid include picking on, chewing out, or ridiculing the new nurse for their lack of knowledge. In class a classroom, everyone should adhere to the norms that create a healthy learning environment. The same is expected among students and instructors in a clinical setting.  Universities are now educating master graduates on how to teach political ins and outs of academic settings. Those students also have a good understanding of how to be more assertive and to express their opinions effectively (Catalano, 2019). Simple negative behaviors should be avoided such as gossiping about a classmate, disparaging the instructor’s teaching style because it is monotone, and making cynical comments about a classmate’s presentation among others.

Workplace incivility

Workplace incivility is a term used to describe various situations such as workplace bullying, hostility, horizontal violence, and vertical violence. It runs along the continuum from physical violence, verbal abuse to homicide. More than 2 million workers experience workplace violence and more than 1000 annual deaths are associated with the problem (Catalano, 2019). Hostility at the workplace may make nurses to get involved in activities that may put the lives of patients in danger such as using unfamiliar equipment without asking for instructions. Also, nurses may carry out an order that they believe is not correct and fail to ask for clarification due to the fear of the physician. Behaviors that foster workplace incivility have negative impacts on patients, health providers as well as the administration. The approximated cost of workplace incivility in the United States is $4.2 billion per year (Catalano, 2019). This issue, therefore, should be addressed effectively to ensure a healthy workplace environment.

Solutions to workplace incivility

The Occupational Safety and Health Administration has created a set of rules and guidelines to prevent workplace incivility such as violence.  Creating a positive work environment is one of the best ways to prevent incivility at work (Catalano, 2019). This is achieved by building a collaborative culture that entails respectful behavior, trust, and open communication. Clearly defined roles, expectations and maintaining accountability within the organization can help reduce workplace violence. Another way to maintain a positive work environment is to maintain adequate staffing, train leaders regarding effective communication, and shared decision making with all staff (Catalano, 2019). Additionally, it is important to continuously develop employee skills and clinical knowledge. These are evidence-based solutions to workplace incivility if properly implemented.

Conclusion

Incivility is any behavior that compromises the harmonious and cooperative co-existence among a group of people. Student-to-faculty incivility happens between students and is destructive to the emotional and physical wellbeing of the targets. Faculty-to-faculty incivility is very common in higher education settings and it is often ignored and left unaddressed. Workplace incivility includes bullying, hostility, horizontal violence, and vertical violence. Proper strategies should be applied to address both workplace and academic types of incivility.

References

Catalano, J. (2019). Nursing Now: Today’s Issues, Tomorrow’s Trends. Philadelphia, PA: F.A. Davis Company.

Chaowalit, A., & Nasae, T. (2016). Ethics Education in Baccalaureate Nursing Program. Songklanagarind Journal of Nursing, 36(4), 183-195. https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethics-Education-in-Nursing.html

Muliira, J. K., Natarajan, J., & Van Der Colff, J. (2017). Nursing faculty academic incivility: Perceptions of nursing students and faculty. BMC medical education, 17(1), 253.  doi: 10.1186/s12909-017-1096-8

Question

NURS6003 TRANSITION TO GRADUATE STUDY FOR NURSING

Week 8 Discussion

Strategies
for Academic Portfolios

In the
realm of marketing, a successful branding strategy is one of the most important
contributors to organizational success. A solid branding strategy can help add
visibility and credibility to a company’s products.

Similarly,
nurse-scholars can build a personal brand to add visibility and credibility to
their work. You can begin building your brand by developing and maintaining an
academic portfolio. Such an activity can help share the results of your efforts
and contribute to your success. This Module’s Discussion asks you to consider
and share strategies for building your portfolio.

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Discussion: NURS 6003 Study For Nursing

Preparing nursing students for making the transition to graduate nurse is crucial for entry into practice. Final year student nurses at the National University of Singapore (NUS) are required to undergo a consolidated clinical practice to prepare them for their transition to graduate nurse.

To describe the development, implementation and evaluation of a simulation program known as SIMulated Professional Learning Environment (SIMPLE) in preparing the final year student nurses for their clinical practicum in transition to graduate nurse practice.

A set of simulation features and best practices were used as conceptual framework to develop and implement the simulation program. 94 final year student nurses participated in the 15-hour SIMPLE program that incorporated multiple simulation scenarios based on actual ward clinical practices. Pre and post-tests were conducted to assess the students’ preparedness for their clinical practice in transition to graduate nurse practice. The students also completed a satisfaction questionnaire and open questions to evaluate their simulation experiences.

The study provided evidences on the effectiveness of the SIMPLE program in enhancing the students’ preparedness for their transition to graduate nurse practice. A key success of the SIMPLE program was the used of simulation strategy and the involvement of practicing nurses that closely linked the students with the realities of current nursing practice to prepare them for the role of staff nurses.

To Prepare:

Reflect on
strategies that you can pursue in developing portfolios or portfolio elements
that focus on academic achievements.

Review one
or more samples from your own research of resources focused on portfolio
development.