Background And Directions: Background Information Clark And

Background And Directionsbackground Informationclark And Springer 200

Background and Directions Background Information Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were: · How do nursing students and nurse faculty members contribute to incivility in nursing education? · What are some of the causes of incivility in nursing education? · What remedies might be effective in preventing or reducing incivility? They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses: · Faculty perceptions of in-class disruption and incivility by students · Faculty perceptions of out-of-class disruption and incivility by students · Student perceptions of uncivil behaviors by faculty · Faculty and student perceptions of possible causes of incivility in nursing education A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions.

Those subthemes were: · Disrupting others by talking in class · Making negative remarks/disrespectful comments toward faculty · Leaving early or arriving late · Using cell phones · Sleeping/not paying attention · Bringing children to class · Wearing immodest attire · Coming to class unprepared Reference Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28 (2), 93-97.

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The study conducted by Clark and Springer (2007) offers valuable insights into the perceptions of incivility within nursing education, a context that can inform similar investigations in other academic disciplines. Replicating this qualitative study with psychology students in an on-campus undergraduate program requires careful consideration of ethical issues surrounding human subjects research and the application of appropriate data analysis methods.

Ethical considerations are central to ensuring the integrity of the research and the protection of participants. First, the researcher must address potential researcher/participant interactions—such as collecting comments via surveys—that could influence participants’ responses or create perceptions of coercion. Ensuring voluntary participation through informed consent, maintaining confidentiality, and clarifying that participation (or non-participation) will not impact students’ academic standing are essential ethical practices. Additionally, protecting participant data by anonymizing responses and securely storing data prevents potential breaches of confidentiality.

Second, participant/participant interactions, such as peer influences or group dynamics, must be minimized to preserve data authenticity. Offering participants assurance that their responses are confidential and separate from their peers reduces social desirability bias and encourages honest reporting. It is also important to consider the Institutional Review Board (IRB) protocols, which involve a review of research procedures to safeguard participants’ rights and well-being. Gaining IRB approval prior to data collection ensures that the study adheres to ethical standards.

Mitigation strategies to counteract potential ethical issues include transparent communication about the study’s purpose, ensuring voluntary participation, providing participants with the right to withdraw at any time without penalty, and safeguarding their identities through anonymized data. Researchers should also debrief participants to clarify any misconceptions about the study and address concerns raised during data collection. These steps serve to uphold ethical research standards and reduce the risk of harm to individuals and the institution.

In terms of data analysis, the focus is on extracting themes from faculty comments regarding in-class disruptions. Using SPSS, researchers begin by coding the comments into numerical categories that represent specific disruptive behaviors, such as talking during class or disrespectful remarks. These codes are then applied to each comment, providing quantifiable data that can be analyzed for frequency and pattern (Pallant, 2016). The frequencies reveal which behaviors are most prevalent, guiding targeted interventions.

Analyzing demographic variables, such as faculty gender and years of teaching experience, informs the understanding of whether certain groups are more associated with specific comments or perceptions. Descriptive statistics—means, standard deviations, ranges—are calculated to summarize these demographics (Field, 2013). Presenting these results contextualizes the comments and enhances the validity of the findings.

Ethically, the presentation of these demographic data must maintain confidentiality and be reported in aggregate form. It is essential to avoid identifying individual faculty members or overgeneralizing findings beyond the scope of the sample. When disseminating results, emphasizing that the data are anonymized and that interpretations are limited to the sample’s context maintains ethical integrity (American Psychological Association, 2010).

In conclusion, replicating Clark and Springer’s (2007) study within the psychology academic setting involves meticulous attention to ethical principles—voluntary participation, confidentiality, informed consent, and IRB approval—alongside rigorous data coding and statistical analysis. These measures safeguard participant rights and produce meaningful, generalizable findings that can inform policies to reduce incivility in educational environments. By adhering to these ethical and analytical standards, the researcher ensures that the study contributes positively to academic discourse on classroom behavior.

References

• American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. American Psychologist, 65(1), 33–41.
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• Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97.
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