Assignment: Fostering Civility in Nursing Education and Practice

Assignment: Fostering Civility in Nursing Education and Practice

Assignment: Fostering Civility in Nursing Education and Practice

Fostering Civility in Nursing Education and Practice
Nurse Leader Perspectives

Cynthia M. Clark, PhD, RN, ANEF Lynda Olender, MS, RN, ANP, NEA-BC

Cari Cardoni, BSN Diane Kenski, BSN
Incivility in healthcare can lead to unsafe working conditions, poor patient care, and increased medical costs. The authors discuss a study that examined factors that contribute to adverse working relation- ships between nursing education and practice, effective strategies to foster civility, essential skills to be taught in nursing education, and how education and practice can work together to foster civility in the profession.

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The work of nursing is 4 times more dangerous than most other occupations,1 and nurses experience work- related crime at least 2 times more often than any other healthcare provider.2 Root causes for workplace violence are multifaceted and include work-related stress due in part to an increasingly complex patient population and workload and deteriorating interper- sonal relationships at the bedside.1 When normalized or left unaddressed, these uncivil and disruptive be-
3

Review of the Literature
Incivility and disruptive behavior in nursing educa- tion and practice are common,4,9 on the rise,11 and frequently ignored.12 Two decades ago, Boyer13 noted several challenges facing institutions of higher education, including academic incivility. Although incivility in the academic setting is not a new phe- nomenon, the types and frequency of misbehavior are increasing and have become a significant prob- lem in higher education, including nursing educa- tion. Clark and Springer14,15 explored faculty and student perceptions of incivility in nursing education and found negative behaviors to be commonplace and exhibited by students and faculty alike. The ma- jority of respondents (71%) perceived incivility as a moderate to serious problem and reported that stress, high-stake testing, faculty arrogance, and student en-
titlement contributed to incivility.14 More than half

haviors may emerge into an incivility spiral, depicted

along a continuum from an unintentional act leading to intentional retaliation, escalating to workplace bul-
4

of the respondents reported experiencing or know-
ing about threatening student encounters between students or faculty.14

lying and even violence. Incivility and disruptive be-

haviors have been identified both in the academic5-7 and clinical settings8-10; however, no direct study of incivility between the 2 environments has been made.

Author Affiliations: Professor (Dr Clark) and Research Assistants (Mss Cardoni and Kenski), School of Nursing, Boise State University, Idaho; Doctoral Candidate (Ms Olender), Seton Hall University, South Orange, New Jersey, and Executive Con- sultant and Nurse Researcher (Ms Olender), James J. Peters VA Medical Center, Bronx, New York.
The authors declare no conflict of interest.
Correspondence: Dr Clark, School of Nursing, Boise State Uni- versity, 1910 University Dr, Boise, ID 83725 (cclark@boisestate.edu).
DOI: 10.1097/NNA.0b013e31822509c4

A small but growing body of research suggests
that incivility and disruptive behaviors are particu- larly commonplace to the new graduate nurse or nursing student within the clinical setting.10 Paral- leling incivility in the academic setting, staff nurses are also vulnerable to bullying, defined as negative behavior that is systematic in nature and purpose- fully targeted at the victim over a prolonged time frame with the intent to do harm.16 These findings are also supported by a recent Joint Commission (TJC) survey17 reporting that more than 50% of nurses are victims of disruptive behaviors including

incivility and bullying, and more than 90% of nurses stated witnessing abusive behaviors of others in the workplace. Likened to the concept of nurses ‘‘eating their young’’,18 the findings of several studies suggest that these negative behaviors are a learned process, transferred through staff nurses to new nurses and student nurses via interaction within the hierarchi- cal nature of the profession.10
Incivility and disruptive behaviors may also be normalized or perpetuated by organizational cul- ture,12,18 particularly during times of restructuring or downsizing. This is suggested to be secondary to unclear roles and expectations, professional and per- sonal value differences, personal vulnerabilities, and power struggles common within organizations dur- ing periods of change.18 Other consequences of inci- vility include heightened stress levels, physiological and psychological distress,5 job dissatisfaction,10,19 decreased performance,20 and turnover intention.21 Bartholomew18 noted that uncivil behaviors may contribute to the exodus of new graduates leaving their first job within 6 months. If disruptive behav- iors are tolerated, nurses may leave the profession altogether.21 Disruptive and bullying behaviors have been identified as a root cause of more than 3,500 sentinel events over a 10-year time frame22 and con- tribute to an annual estimate of 98,000 to 100,000

patients dying secondary to medical errors in hos- pitals.23,24 Collectively, these findings led TJC17 to intervene and release a sentinel event alert calling for zero tolerance of intimidating and bullying behaviors.

Conceptual Framework
Clark5 developed a conceptual model to illustrate how heightened levels of nursing faculty and student stress, combined with attitudes of student entitle- ment and faculty superiority, work overload, and a lack of knowledge and skills, contribute to incivility in nursing education. This conceptual model has been adapted to reflect the stressors that contribute to incivility in both nursing education and practice (Figure 1). Factors that contribute to stress in nurs- ing practice are similar to the stressors experienced in nursing education including work overload, un- clear roles and expectations, organizational condi- tions, and a lack of knowledge and skills. Moreover, in both practice and academia, stress is mitigated by leaders who role model professionalism and utilize effective communication skills.25 The importance of modeling effective communication and related edu- cation to address incivility cannot be underestimated, can reduce its incidence and effects,26 and can assist in fostering cultures of civility.6

Figure 1. Conceptual model for fostering civility in nursing education (adapted for nursing practice).
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Nurse Leaders’ Survey
Mindful of the need to enhance the culture of civility both in the academic and clinical settings, a descrip- tive qualitative study was conducted. The purpose of the study was to gather practice-based nursing lead- ers’ perceptions about factors that contribute to an adverse working relationship between nursing ed- ucation and practice, the most effective strategies needed to foster civility, the skills needed to be taught in nursing education, and how nursing education and practice can work together to foster civility in the nursing workplace.

Procedure and Analysis
The survey was developed by the author (C.M.C.) and included 4 open-ended questions designed to garner nurse leaders’ perceptions on ways to foster civility in nursing education and practice. The ques- tions were constructed based on a comprehensive review of the literature on incivility and numerous empirical studies. Two other researchers reviewed the survey for content validity and logical construc- tion. Institutional approval to conduct the study was obtained. The surveys were administered to nurse leaders attending a statewide nursing conference using a paper method for gathering narrative, hand- written responses. Once the study was clearly ex- plained, the respondents provided consent and voluntarily completed the survey. Aside from indi- cating their employment position, no demographic information was gathered about the participants. The survey contained 4 questions:
1. What factors contribute to an adverse working relationship between nursing edu- cation and practice?
2. What are the most effective strategies for fostering civility in the practice setting?
3. What essential skills need to be taught in nurs- ing education to prepare students to foster ci- vility in the practice setting?
4. How can nursing education and practice work together to foster civility in the prac- tice setting?
The sample consisted of 174 nurse leaders: 68 (39.1%) nurse executives and 106 (60.9%) nurse managers who were attending a statewide conference held in a large western state. The respondents were recruited by the researcher (C.M.C.), who explained the purpose of the study during the keynote address. The surveys were collected and prepared for analysis. Textual content analysis was used to manually analyze the respondents’ narrative responses. Key words or phrases were quantified by the researchers;

inferences were made about their meanings and cat- egorized into themes. Two members of the research team reviewed the nurse leaders’ comments indepen- dently to quantify the recurring responses and orga- nize them into themes. Then, 2 other research members reviewed the comments. Areas of theme agreement and disagreement were discussed, and verbatim com- ments were reviewed until all researchers were con- fident that the analysis was a valid representation of the comments.

Findings
Analyses of the narrative responses from the partici- pants were organized into themes, ranked in order of the number of responses, and described according to each research question. The first research ques- tion asked nurse leaders to identify factors that con- tribute to an adverse working relationship between nursing education and practice. Both groups identi- fied a noticeable gap between nurses in education and practice (Table 1). Nurse executives reported nurse educators failing to keep pace with practice changes, lacking familiarity with practice regulations and standards, being slow to respond with curricular changes, and a lack of shared goals between nurses in education and practice. Nurse managers reported similar findings, but suggested that a limited number of nursing faculty, a highly stressed work environ- ment, and lack of adequate resources also contributed to adverse working relationships. These reported defi- cits resulted in the perception that students were not being adequately prepared for practice.
The second research question asked the respon- dents to identify the most effective strategies for fos- tering civility in the practice setting. Nurse executives identified 4 major themes, and nurse managers iden- tified 7 themes, listed in Table 2. Strategies that ren- dered less than 10 responses are not listed in the table. For nurse executives, these themes included holding self and others accountable for acceptable behaviors, addressing incivility in nursing education programs, implementing stress reduction strategies, making ci- vility a requirement for hiring, and conducting in- stitutional assessments to measure incivility. Nurse managers’ responses to this question were similar to those of nurse executives. Notable differences between the 2 groups were nurse executives’ recommendations for civility teaching starting at the education level, civility as a requirement for hiring, and ongoing ci- vility assessment. Nurse managers’ responses differing from executives were establishing a healthy work en- vironment, ongoing practice-preparedness education, and reinforcing positive behavior.

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Table 1. Factors Contributing to an Adverse Working Relationship Between Nursing Education and Practicea
Nurse Executives (n = 67 of 68 [98.53%])b Nurse Managers (n = 101 of 106 [95.28%])b

1. Educators not keeping current with practice changes (standards and regulations) (39)
2. Lack of communication, collaboration, and mutual curriculum planning between nursing faculty
and staff (16)
3. Lack of preceptor engagement due to stress and workload (23)
4. Lack of shared vision, mission, and goals between practice and education (11)

1. Limited number of faculty and disconnected from practice (40)
2. Highly stressed work environments plagued by rude, uncivil behaviors among members of the health
care team (32)
3. Faculty and staff workload and being stretched too thin (29)
4. Lack of communication, collaboration, and mutual curriculum planning between nursing faculty and staff (21)
5. Lack of adequate resources (human and financial) (18)

aFactors identified by less than 10 respondents are not included; please see text.
bThe number in parentheses following the factors indicates the number of times the factor was identified. The number exceeds the number of respondents because of suggestions of multiple factors.

The third research question asked the respon- dents to identify essential skills that need to be taught in nursing education programs to prepare students to foster civility in the practice setting (Table 3).
Nurse executives identified 4 major themes, and nurse managers identified 8 themes. Strategies that rendered less than 10 responses are not listed in the table. For nurse executives, these themes included re- flective practice and critical thinking, respect for di- versity, and stress reduction strategies. Nurse mangers had similar responses for essential skills and also sug- gested critical-thinking skill sets (time management, decision-making, and problem-solving skills), organi- zational culture of civility, and civility education.
The final research question asked nurse leaders for strategies about how nursing education and prac- tice can work together to foster civility in the prac- tice setting (Table 4). Both groups identified 5 major

themes. Once again, strategies that rendered less than 10 responses are not listed in the table. For nurse executives, these themes included making civility a requirement for hiring, teaching conflict resolution and managing difficult situations, implementing stress reduction strategies, and conducting institutional as- sessments to measure incivility. Teaching civility was identified only by nurse executives, and themes iden- tified only by nurse managers were mentorship, pro- fessionalism, and reinforcing and rewarding civility. Nurse managers also suggested focusing on patient care and safety and implementing stress reduction strategies (G10 responses).
At both the organizational level and unit levels,
nurse leaders in practice noted the importance of having a shared vision of civility and underscored the importance of adopting and implementing codes of conduct and effective policies and procedures. Both

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nurse executives and managers expressed the need for effective communication and collaboration, pos- itive role modeling, and the importance of vigilant and purposeful hiring with civility in mind.

Discussion
The applicability of Clark and Olender’s (Figure 1) conceptual model for fostering civility in nursing academic and clinical practice environments is supported by the results of this study. Indeed, results suggest an increased awareness of stressors likely contributing to a culture of incivility by these nurs- ing leaders. As depicted in the model, and as Table 2 denotes, the implementation of strategies to reduce stressors (such as policy and procedure, education, and self-care initiatives) is a key objective for the establishment of a culture of civility. A high percent- age of nursing leaders emphasized the importance of a collaborative vision and partnership between educa- tion and practice to meet this goal. This vision could emerge via joint education and practice meetings

that focus on designing up-to-date and relevant cur- ricula that reflectcurrentpractice standards with em- phasis on civility education and teamwork. Ideally, this would result in the development and implemen- tation of comprehensive, well-defined, nonpunitive policies and procedures that focus on civility, are widely disseminated, and have measurable outcomes. An emphasis on individual accountability at all or- ganizational levels, as well as organizational adop- tion of a culture of civility, would be required for policies to be effective. In addition, leadership mind- fulness and intentionality toward positive role mod- eling, professionalism, collaboration, teamwork, and ethical conduct would be required. Related com- petencies would be reinforced and practiced through simulation and role playing, in real time, and in- clusion of these skills within competency assessment systems.
Our findings lend support to studies indicating that stress is a major contributor to incivility1,5,14,15,19; thus, it is important to integrate self-care and stress reduction into daily activities. The American Holistic

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Nurses Association27 recommends several stress management techniques including enjoying the com- pany of family, friends, and other supportive people; getting regular exercise and adequate sleep; eating healthy foods; and drinking plenty of water. We also suggest lunchtime walking programs, change of shift aerobic classes, meditation, and 5-minute massages. This may also include implementing caring compe- tencies such as empathy, collaboration, and conflict resolution in the work site. Last, Olender-Russo28 suggests creating forums to share success stories and to communicate evidence-based outcomes such as staff and patient satisfaction, low turnover rates, and patient-related adverse events or avoidances both at the organizational and unit levels to sustain work- place civility and staff motivation.

Conclusion
Recent reports of the increasing prevalence of in- civility and related disruptive behaviors within our nursing academic and clinical settings are alarming, especially when considering the impact on patient and staff safety. The old adage, ‘‘it takes a village,’’ rings true when one considers the complexity of the task of fostering a culture of civility. A comparison study with academic nurse leaders could illuminate shared perceptions or alternative ways to foster ci- vility in nursing education and practice.

The model proposed in this study is newly adapted to practice and requires further empirical testing. For example, evidence-based data obtained through in- stitutional assessments, such as the Organizational Civility Scale,29 are needed to measure the organiza- tional culture so that targeted interventions may be implemented and empirically tested. Case study meth- ods may be beneficial to showcase best practices.
Researchers also suggest that negative behaviors in the workplace may be a learned process and likely exacerbated within stressful academic and clinical set- tings.12 Conversely, fostering civility in nursing edu- cation and practice may also be a learned process and, as such, amenable to positive interventions. Nurse leaders need to be extremely attentive and supportive toward the success of the nursing practice and nurs- ing education partnership for the cocreation and sus- tainment of a healthy work environment. Indeed, the promotion of a positive organizational culture has been shown to be a successful strategy and is asso- ciated with increased nurse manager engagement in authentic leadership.25 As healthcare providers, we all have an ethical responsibility to care for those who care for others. Specifically, nurse leaders must create and promote a work environment conducive to caring. This includes fostering a culture of civility both within the academy (where nursing learning begins) and within practice environments (where learning of nursing continues).

References

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3. Anderson LM, Pearson CM. Tit for tat? The spiraling effect of incivility in the workplace. Acad Manage Rev. 1999;24(3): 452-471.
4. Hutton S, Gates D. Workplace incivility and productivity losses among direct care staff. AAOHN J. 2008;56(4):168-175.
5. Clark CM. The dance of incivility in nursing education as de- scribed by nursing faculty and students. Adv Nurs Sci. 2008; 31(4):E37-E54.
6. Clark CM. Faculty and student assessment and experience with incivility in nursing education: a national perspective. J Nurs Educ. 2008;47(10):458-465.
7. Luparell S. The effects of student incivility on nursing faculty.
J Nurs Educ. 2007;46(1):15-19.
8. Olender-Russo L. Reversing a bullying culture. RN. 2009; 72(8):26-29.
9. Randle J. Reducing bullying in healthcare organisations.
Nurs Stand. 2007;21(22):49-56.

10. Simons S. Workplace bullying experienced by Massachusetts registered nurses and the relationship to intention to leave the organization. Adv Nurs Sci. 2008;31(2):48-59.
11. Lipley N. Bullying at work on increase, Royal College of Nursing survey finds. Nurs Manage. 2006;12(10):5.
12. Lewis MA. Nurse bullying: organizational considerations in the maintenance and perpetration of health care bullying cultures. Nurs Manage. 2006;14(1):52-58.
13. Boyer EL. Campus Life: In Search of Community. San Francisco, CA: The Carnegie Foundation for the Advancement of Teaching; 1990.
14. Clark CM, Springer PJ. Incivility in nursing education: descriptive study on definitions and prevalence. J Nurs Educ. 2007;46(1):7-14.
15. Clark CM, Springer PJ. Thoughts on incivility: student and faculty perceptions of uncivil behavior in nursing education. Nurs Educ Perspect. 2007;28(2):93-97.
16. Hutchinson M, Vickers M, Jackson D, Wilkes L. Workplace bullying in nursing: towards a more critical organisational perspective. Nurs Inq. 2006;13(2):118-126.
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18. Bartholomew K. Ending Nurse to Nurse Hostility: Why Nurses Eat Their Young and Each Other. Marblehead, MA: HCPro; 2006.
19. Vessey JA, DeMarco RF, Gaffney DA, Budin W. Bullying of staff registered nurses in the workplace: a preliminary study for developing personal and organizational strategies for the transformation of hostile to healthy workplace environments. J Prof Nurs. 2009;25(5):299-306.
20. Cortina LM, Magley VJ, Williams JH, Langout RD. Incivility in the workplace: incidence and impact. J Occup Health Psychol. 2001;6(1):64-80.
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23. Institute of Medicine. To Err Is Human: Building a Safer

Health System. Washington, DC: National Academy Press; 2000.
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25. Shirey MR. Authentic leadership, organizational culture, and healthy work environments. Crit Care Nurs Q. 2009;32(3): 189-198.
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A Sample Of This Assignment Written By One Of Our Top-rated Writers

Workplace Environment Assessment

A workplace environment assessment provides ideal opportunities for observing and understanding institutional settings and issues that hinder or promote employee health and productivity. According to the Centers for Disease Control and Prevention [CDC] (2019), an effective workplace environment assessment practice unearths multiple aspects, including the workplace setting, communication patterns, fitness environment, human resource management approaches, resources, and safety issues. Clark (2015) provides a healthy workplace inventory that enables healthcare professionals to assess their workplaces’ civility. The 20-item inventory allows healthcare professionals to assign scores to the identified levels of institutional civility. These scores are; very healthy (90-100), moderately healthy (80-89), mildly healthy (70-79), barely healthy (60-69), unhealthy (50-59), and very unhealthy (<50). This paper summarizes findings regarding my workplace’s civility based on Clark’s Healthy Workplace Inventory.

How healthy is my workplace?

After completing the workplace environment assessment inventory, I realized that my workplace is mildly healthy (70-79). The workplace scored high in various items, including the presence of a shared vision and mission based on trust and collegiality, clear and discernible levels of trust, the perception of employees as assets, the culture of celebrating individual and collective achievements, using measures to improve organizational culture, and the provision of competitive salaries, benefits, compensations, and other rewards. Also, the workplace scored fairly in other assessment criteria like sufficient opportunities for promotion and career advancement, the ability to attract and retain talents, employees’ recommendations, the use of effective conflict resolution mechanisms, emphasis on employee self-care and wellness, employee satisfaction, empowerment, and morale, and teamwork and collaboration. However, the organization scored a neutral score (3) in each of the following assessment statements: comprehensive mentoring program, reasonable, manageable, and distributed workload, and treating employees fairly and in a respectful manner.

A situation where I experienced incivility in the workplace

Workplace incivility compromises employee productivity, safety, and satisfaction. Bambi et al. (2017) define incivility as “a low-intensity deviant behavior with the ambiguous intent to damage the target, breaking the norm of mutual respect in the workplace” (p. 39). Examples of uncivil behaviors and acts include harassment, bullying, and structural discrimination. One incident where I experienced incivility in my workplace involved newly employed nurses who faced harassment by experienced healthcare professionals. In this sense, they were unable to conform to organizational norms and standards due to time pressure, reality shock, and the mismatch between theoretical knowledge and workplace demands. As a form of harassment, experienced healthcare professionals excluded them from the mainstream healthcare processes and decisions and were reluctant to supervise or assign them roles. The organization responded to this problem by initiating and implementing prolonged mentorship and preceptorship programs to enable new clinicians to understand processes, familiarize themselves with clinical guidelines, and develop meaningful relationships with experienced professionals.

How did the organization address the issue?

Besides implementing preceptorship and mentorship programs to provide psychological, professional, and social support to new clinicians, the organization targeted interventions for sustainable change. According to Clark (2018), nurses are responsible for fostering a civil and healthy work environment to safeguard patient safety. In this sense, nurses can implement evidence-based practices like the cognitive rehearsal, deliberate practice, and debriefing to address uncivil encounters. Based on the overarching need to implement evidence-based practices for tackling uncivil encounters, the organizational leadership endeavored to transform the institutional culture to accommodate attributes of a healthy work environment. According to Wei et al. (2018), approaches for ensuring a healthy workplace environment include providing psychological support to address nurses’ emotional exhaustion, burnout, stress, and compassion fatigue, improving nurses’ self-care and physical well-being, maintaining appropriate patient-nurse staffing ratio, appropriate conflict management approaches, and empowering staff for active decision-making.

References

Bambi, S., Guazzini, A., De Felippis, C., Lucchini, A., & Rasero, L. (2017). Preventing workplace incivility, lateral violence, and bullying between nurses. A narrative literature review. Acta Bio-Medica: Atenei Parmensis, 88(5S), 39–47. https://doi.org/10.23750/abm.v88i5-S.6838

Centers for Disease Control and Prevention. (2019, August 14). Environmental assessment. https://www.cdc.gov/workplacehealthpromotion/model/assessment/environmental.html

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf

Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator, 44(2), 64–68. https://doi.org/10.1097/nne.0000000000000563

Wei, H., Sewell, K. A., Woody, G., & Rose, M. A. (2018). The state of the science of nurse work environments in the United States: A systematic review. International Journal of Nursing Sciences, 5(3), 287–300. https://doi.org/10.1016/j.ijnss.2018.04.010