Browsing by Subject "Faculty, Nursing"
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Item Open Access Nursing faculty experiences with student incivility in South Korea: a qualitative study.(BMC medical education, 2022-02) Hyun, Myung Sun; Kang, Hee Sun; De Gagne, Jennie C; Park, JeonghwaBackground
Student academic incivility is a serious problem in nursing education because it negatively influences the learning process, wellbeing of faculty members, and faculty-student relationships. The aim of this study was to explore nursing faculty experiences related to student incivility in nursing education.Methods
We used an exploratory qualitative methodology and conducted in-depth interviews with 14 nursing faculty members working at 11 nursing universities in South Korea. A qualitative content analysis was carried out.Results
The six themes that emerged from the faculty experiences were nursing student indifference to teachers' expectations; ignoring behavioral standards in school life; differing responses to uncivil student behavior; self-reflection as a nursing educator; negative impact on faculty in a nursing education context; and awareness of civility in a nursing education context.Conclusion
Dealing with student academic incivility in nursing education is one of the most challenging tasks for faculty members, and it should be managed to provide a comfortable learning environment. The present study delineated the uncivil behavior experienced by the faculty and their negative effects in the educational context and suggested alternatives to manage student incivility and foster a positive educational environment through the eyes of the faculty. The findings of this study suggest an evidence-based direction for fostering a culture of civility in nursing schools.Item Open Access Using an implementation science framework to advance the science of nursing education.(Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 2022-03) Oermann, Marilyn H; Reynolds, Staci S; Granger, Bradi BBackground
The process of adopting evidence-based educational practices and teaching methods has not been examined in nursing education.Purpose
This article provides a framework for adopting educational evidence and designing studies in nursing education using an implementation science (IS) framework.Method
The three phases for implementing evidence-based practices (development, translation, and sustainment) are used for this framework.Results
Preparatory activities are needed before implementing a new educational practice or method, followed by identification of implementation strategies (e.g., training and support of faculty, strategies for communication and tips to remove barriers, guides for deciding on timing), assessing process and outcome measures, and plans for sustaining the new practice. A process map, examples of implementation processes, and sample research questions guide nurse educators in planning and conducting studies using an IS framework.Conclusions
Research has not examined the processes and strategies for applying evidence-based educational practices in nursing. Studies using an IS framework are needed to provide knowledge about how to move evidence into routine educational practices and implement more effective teaching methods. This article provides guidance for nurse educators to begin this research and suggests possible research questions.