Education and Ethics In Nursing ISSN: 2322-5300

Uncivil behaviors disrupting the teaching-learning process in clinical environment from the perspectives of nursing faculty and students: A qualitative descriptive study

https://doi.org/10.22034/ethic.2024.2043631.1133
Volume 14, 1-2
April 2025
Pages 31-39
Education and Ethics In Nursing ISSN: 2322-5300

Document Type : Original Article

Authors

Fariba Haghani 1
Sedigheh Farzi 2

1 Department of Medical Education, Smart University of Medical Sciences, Tehran, Iran, Department of Medical Education, Educational Development Center Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.

2 Department of Medical Education, Smart University of Medical Sciences, Tehran, Iran, Nursing and Midwifery Care Research Center, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Abstract
Introduction: Clinical uncivil behaviors refer to incivility that occurs in clinical environments. These behaviors manifest as disrespectful actions that do not intend to harm individuals. They negatively impact the teaching-learning process, interactions, job satisfaction, physical and mental health, as well as patient safety and care. This study aims to explore the perspective of nursing faculty and students regarding disruptive behaviors in the teaching-learning process as forms of incivility in clinical settings.
Methods & Materials: This study was conducted using a descriptive qualitative method at Isfahan University of Medical Sciences in 2024. A total of 27 nursing students and 5 faculty members were selected through purposive sampling with maximum variation. Data were collected through individual semi-structured in-depth interviews. To ensure the rigor of the data, the four criteria of Lincoln and Guba were utilized. Qualitative content analysis by Lundman and Graneheim was employed for data analysis.
Results: The participants in this study included 27 nursing students and 5 faculty members. The age range of the nursing students and faculty members was 19-24 and 37-55 years, respectively. After analyzing the data, the main category identified was "Disruptive Behaviors in the Teaching-Learning Process," which included five subcategories: "Imposing care tasks by the nurse," "Inaccessibility of faculty in the clinical environment for guiding the learners," "Faculty's neglect of the learner's physical characteristics and conditions," "Designing learning activities that are not aligned with the course's educational objectives," and "Distorting the nursing profession's image for the learner."
Conclusion: To improve the teaching-learning process in the clinical environment, the identified uncivil behaviors should be communicated to learners, faculty members, and healthcare staff. In addition, the development of protocols and regulations for managing uncivil behaviors in the clinical environment is essential to enhance the teaching-learning process, improve the quality of care provided, and ensure patient safety.
 

Keywords

Incivility
Nursing
Teaching
Learning
Subjects
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