Abstract
The challenge for nursing education is that nursing is sensitive to the societal issues like the prevailing politics, legislation, national health problems, economics and educational restraints. The sensitivity to societal issues brings about a number of challenges to nursing education which include incivility among student nurses or between student nurses and nursing lecturers or among nursing lecturers. Incivility in nursing education refers to rude or disruptive behaviours which often result in psychological or physiological distress for the people involved. Incivility can be viewed as a form of interpersonal mistreatment characterized by a lack of courtesy, rudeness, and a lack of thought for others. Incivility is the repeated, offensive, abusive, intimidating or insulting behaviours, abuse of power or unfair sanctions that make recipients feel humiliated, vulnerable or threatened. The purpose of this study was to develop strategies to facilitate the management of incivility from student nurses’ by nursing lecturers in a nursing college in Gauteng. A qualitative, exploratory, descriptive, contextual design was utilised. The research will take place in three phases. In the first phase the researcher explored and described the nursing lecturers’ experiences of incivility from nursing students in a selected nursing college. Eight indepth phenomenological interviews were conducted with participants. The collected data were analysed using Tesch’s method of phenomenological data analysis. The findings reflected that nursing lecturers experienced incivility from nursing students as personally disturbing and blatantly disruptive to the education process. The acts of incivility from nursing students varied from disruptive to physically threatening behaviour. These acts of incivility from student nurses caused the disruption of teaching and learning processes. The nursing lecturers were deeply concerned about the future of uncommitted student nurses and about nursing as a profession. The nursing lecturers questioned the student nurses’ reasons for studying nursing and the quality of student nurses who completed their studies to become professional nurses. The nursing lecturers applied different coping skills to keep the flame of hope burning for student nurses to change. The nursing lecturers’ love and passion for nursing viii education kept them teaching student nurses. The identified concepts and the supporting literature were used to develop a conceptual framework in the second phase. In the second phase, the researcher developed a thinking map, which provided structure when describing the conceptual framework. The thinking map starts with the continuous interaction between the nursing lecturer and the advanced psychiatric nurse. The interaction leads to the development of the facilitation procedure, which is the facilitation of nursing lecturers’ management of student nurses’ incivility. The interaction was motivated by nursing lecturers’ experience of unmanageable incivility from student nurses. The outcome of the interaction is the facilitation of student nurses’ incivility by nursing lecturers in a nursing college. The themes and categories identified in phase 1 formed the bases for the development of the conceptual framework. The conceptual framework was therefore developed from the results of the exploration of nursing lecturers’ experiences of student nurses’ incivility in a nursing college. The facilitation process of the conceptual framework was divided into three phases, namely the relationship phase, working phase and termination phase. In the relationship phase, the nursing lecturers came into contact with the advanced psychiatric nurse. The advanced psychiatric nurse and the nursing lecturers facilitated the development of nursing lecturers’ self-awareness, maintenance of healthy coping mechanisms, and methods to manage student nurses’ incivility. In the working phase, the nursing lecturers and advanced psychiatric nurse implemented the planned interventions. In the termination phase, the relationship between the advanced psychiatric nurse and the nursing lecturers came to an end. They assessed whether they reached their goals, and the assessment included checking if the nursing lecturers had developed self-awareness, used healthy coping mechanisms, and used methods to address student nurses’ uncivil behaviours. The third phase focused on a description of the strategies used to facilitate the management of student nurses’ incivility by nursing lecturers in a nursing college using the conceptual framework developed in phase 2. A thorough description of the strategies to facilitate the management of the student nurses’ incivility by nursing lecturers in a nursing college followed...
D.Cur. (Advanced Psychiatric Mental Health Nursing)