The Ten Strategic Points ✓ Solved

The Ten Strategic Points

Develop a comprehensive set of ten strategic points based on a study of incivility in nursing education, including societal context, literature review, problem statement, research questions, sample description, phenomena, methodology and design, purpose statement, data collection instruments and approach, and data analysis approach. The focus should be on framing these points according to Grand Canyon University (GCU) standards, integrating recent scholarly sources (published within the last 3-5 years), and ensuring clarity of the research process and alignment with institutional guidelines.

Sample Paper For Above instruction

Introduction to Incivility in Nursing Education and Societal Context

Incivility in nursing education exemplifies a broader societal crisis characterized by the increasing prevalence of disrespectful and disruptive behaviors within academic and clinical environments. This phenomenon not only affects the learning outcomes but also impairs the development of professional nurse practitioners. According to Clark and Springer (2007), incivility manifests as rudeness, dishonesty, bullying, and assaults among students and faculty, which threaten the creation of a safe and respectful educational climate. Given the rise of such behaviors over recent years, understanding its underlying causes and potential solutions is vital for nursing educators and administrators.

Literature Review and Theoretical Framework

The literature indicates that factors such as socioeconomic backgrounds, personal attitudes, stress levels, and institutional cultures influence uncivil behaviors (Kolanko et al., 2016). Recent studies (within the last 5 years) suggest that addressing incivility requires multifaceted approaches incorporating behavioral, environmental, and policy interventions. The social learning theory (Bandura, 1977) provides a useful framework for understanding how students and faculty acquire and reinforce these behaviors, emphasizing the importance of modeling positive interactions and implementing behavioral sanctions to curb disruptive conduct.

Problem Statement

Despite ongoing efforts, there remains no definitive strategy to eliminate incivility among nursing students and faculty in university settings. This persistent challenge undermines the educational process, contributes to poor academic performance, and jeopardizes patient safety when such behaviors translate into clinical practice. Thus, it is imperative to investigate the specific causes, perceptions, and potential interventions related to incivility within the nursing education environment, aligning with GCU standards by articulating a clear problem that is researchable and relevant.

Research Questions

  • What are the perceived causes of incivility among nursing students and faculty in the university setting?
  • How do stakeholders (students, faculty, administrators) perceive their roles in addressing incivility?
  • What strategies could effectively mitigate incivility in nursing education based on stakeholder perspectives?

Sample Population and Sampling Strategy

The study will target a stratified random sample of 503 individuals comprising nursing students and faculty members across multiple campuses. Based on prior institutional data, approximately 41% of faculty and 36% of students will participate, ensuring representation from diverse academic years, clinical units, and demographic backgrounds. The study will employ purposive sampling to select participants with relevant experience and exposure to incivility issues. This approach ensures a comprehensive understanding of the phenomenon from multiple perspectives, aligning with GCU’s emphasis on ethical and inclusive research practices.

Phenomenon of Interest

The research focuses on understanding the conduct involving faculty and students within classroom, clinical, and extracurricular settings. Specifically, it examines behaviors perceived as uncivil, disruptive, or harmful, analyzing how such behaviors influence the educational environment and stakeholder interactions. This qualitative phenomenon reflects the lived experiences and perceptions of the participants, providing rich data on the contextual factors contributing to incivility.

Methodology and Research Design

This study adopts a descriptive qualitative methodology, applying phenomenological and exploratory research designs to capture the essence of uncivil behaviors and stakeholder perceptions. Data collection will involve surveys with open-ended questions, semi-structured interviews, and focus groups. The descriptive approach facilitates the identification of common themes, patterns, and underlying causes, aligning with GCU guidelines for qualitative research to ensure validity, reliability, and ethical rigor.

Purpose Statement

The purpose of this qualitative, descriptive study is to explore the perceptions and experiences of nursing students and faculty regarding incivility in the educational environment. It aims to identify perceived causes, contextual factors, and potential strategies for reducing uncivil behaviors to foster a respectful and effective learning climate, consistent with GCU’s emphasis on clarity, relevance, and scholarly integrity.

Data Collection Instruments and Ethical Procedures

The study will utilize validated survey questionnaires featuring both closed and open-ended items, along with semi-structured interview guides. Participants will receive comprehensive informed consent forms detailing the study's purpose, confidentiality assurances, and voluntary participation. Recruitment will involve email invitations and institutional announcements, ensuring voluntary participation and voluntary withdrawal rights. Data confidentiality will be maintained through anonymized coding and secure storage of digital records, in compliance with GCU research ethics protocols.

Data Analysis Approach

The collected qualitative data will be analyzed using thematic analysis, following Braun and Clarke’s (2006) methodology. The process includes familiarization with data, coding, theme development, and interpretative synthesis. Quantitative survey data will be analyzed descriptively using statistical software, focusing on frequency distributions and correlations to identify commonalities and patterns. This mixed analysis approach ensures comprehensive understanding and validity, aligning with GCU standards for rigorous research.

References

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • Clark, C. M., & Springer, P. J. (2007). Incivility in nursing education: A descriptive study of definitions and prevalence. Journal of Nursing Education, 46(1), 7–14.
  • Kolanko, K. M., Clark, C., Heinrich, K. T., Olive, D., Serembus, J. F., & Sifford, K. S. (2016). Academic dishonesty, bullying, incivility, and violence: Difficult challenges facing nurse educators. Nursing Education Perspectives, 37(1), 34–42.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Forbes, P., & Neill, M. (2020). Addressing incivility in nursing education: Strategies for faculty. Nurse Educator, 45(1), 30–35.
  • Hughes, R. G. (2017). Patient safety and nursing: Making a difference. Journal of Nursing Care Quality, 32(4), 272–273.
  • Neumann, Y., & Neumann, L. (2018). Student and faculty perceptions of incivility: Implications for management and teaching practices. Journal of Education and Practice, 9(10), 140–150.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage Publications.
  • World Health Organization. (2021). Global action plan on health workforce development. Geneva: WHO.
  • Zimmerman, B., & Schunk, D. (2014). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.

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