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NRS 433V Week 3 – Nursing Research Theory of Qualitative Study (Part 1)

NRS 433V Week 3 – Nursing Research Theory of Qualitative Study (Part 1)

As observed by Clark and Springer (2007), the detailed interviews with the faculty assesses incivility in academia. The study level is undergraduate. In their research, Clark and Springer use the INE survey while in this research, the primary tool is a seven-open-ended questions’ survey and detailed interview. The construction of these themes concerning incivility entails problematic student behaviors, definition of incivility, examples of uncivil behavioral attributes and strategies to address the issue among students. Based on the six code, the interviewees generate 93 codes that have a labeled list of repetitive codes. The number of the codes in this case is substantially higher than in the Clark and Springer labeled list of repetitive codes.

Strategies by Faculty in Mitigating Disrespectful Behaviors

One of the strategies that the faculty can utilize is to engage the administrators with a view of getting requisite helps. Again, faculty members have the capability to address the issues at individual level and not through public sessions or for a. imperatively, an effective and active instructor can mitigate disrespectful behaviors from students (Alt & Itzkovich, 2015). A culture where students’ opinions are considered is a positive move in reducing disrespectful behavior. Creating treatment norms can assist in diminishing uncivil behaviors from the undergraduate students (Weger, 2018). Additionally, faculty needs to avoid sarcasm and have control over discussions. They should discuss as host of policies concerning use of mobile devices and Internet browsing.

Data Analysis Methods

The method used to code the open-ended responses is effective in making a comparison of the four responses from faculty members (Shanta & Eliason, 2014). A majority of responses from the faculty members are similar to support the conclusion that student incivility has same parameters across various classroom settings. When the sample population is small, a researcher understands the use of the qualitative study but also emphasizes the type of qualitative analysis and uses the transcendental phenomenological approach (Russell, 2014). The faculty members speak from experiences and offer detailed interviews about their perceptions on incivility among students. Coding and creation of themes on data analysis makes it possible for the study to utilize frequency and descriptions.

Benefits and Weaknesses

SPSS and Count of Frequency

Running a qualitative research study requires a researcher to use SPSS method in data analysis. The method has certain benefits that

NRS 433V Week 3 – Nursing Research Theory of Qualitative Study (Part 1)

NRS 433V Week 3 – Nursing Research Theory of Qualitative Study (Part 1)

include the capability to create frequency tables and run descriptive statistics with the purpose of determining the mean, mode, and median as well and other issues to support the present evidence on incivility among students in undergraduate programs (Schrecker, 2015). Despite their ability to develop a mathematical or statistical appraisal of research studies and outcomes, frequency tables and descriptive statistics have limitations (Hassoy et al., 2013). The goal of a statistical analysis is to determine the significance of a frequency table or descriptive statistics. A researcher may need to determine if engaging the faculty has substantial impact on student civility in classroom situations (Shanta & Eliason, 2014). In situations where a small sample may not determine the significance of these components, a researcher may continue to have reliable and valid claims using the coding process (Segrist et al., 2018). Through the process, one can determine the frequency as well as other critical issues or factors.


Incivility among students in classroom has detrimental effects on the learning process, especially at the undergraduate level as demonstrated through this study. Imperatively, faculty members must do what they can to identify the behaviors that contribute to incivility and seek effective ways to address the issues leading to poor behaviors among undergraduate learners. The faculty members have an essential responsibility to develop and implement successful interventions focused on restoring civility among students and groups, especially in group discussions and settings. Students are not the only ones responsible for uncivil behaviors in classroom. However, if students comply with civil arrangement of their professors, the classroom becomes a better and effective place for quality learning process.


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and perceptions of faculty incivility in higher education. Journal of Academic Ethics, 13(2), 121-134. doi: 10.1007/s10805-015-9232-8

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of

uncivil behavior. Nursing Education Perspectives, 28(2), 93-97. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-live&scope=site

Hassoy, H., Durusoy, R., & Karababa, A. O. (2013). Adolescents’ risk perceptions on mobile

phones and their base stations, their trust to authorities and incivility in using mobile phones: A cross-sectional survey on 2240 high school students in izmir, turkey. Environmental Health, 12, 10. doi: 10.1186/1476-069X-12-10

Lightner, R. (2014). First, don’t be a jerk: Proactively creating a civil and supportive classroom.

The Journal of Faculty Development, 28(3), 5-11. Retrieved from http://search.proquest.com.lopes.idm.oclc.org/docview/1696856577?accountid=7374

Russell, M. J. (2014). Teaching civility to undergraduate nursing students using a virtue ethics-

based curriculum. Journal of Nursing Education, 53(6), 313-9. doi: 10.3928/01484834-20140512-03

Schrecker, E. (2015). Academic freedom in conflict: The struggle over free speech rights in the

university. Labour, (75), 324-327. Retrieved from qhttp://search.proquest.com.lopes.idm.oclc.org/docview/1684200515?accountid=7374

Segrist, D., Bartels, L. K., & Nordstrom, C. R. (2018). “But Everyone Else is Doing It:” A Social Norms

Perspective on Classroom Incivility. College Teaching, 66(4), 181-186.


Shanta, L. L., & Eliason, A. R. M. (2014). Application of an empowerment model to improve

civility in nursing education. Nurse Education in Practice, 14(1), 82-6. doi: 10.1016/j.nepr.2013.06.009

Weger, H. (2018). Instructor active empathic listening and classroom incivility. International Journal of

            Listening, 32(1), 49-64.

Williams, Susan C,PhD., R.N., & Lauerer, Joy,M.S.N., P.M.H.C.N.S.-B.C. (2013).

Implementing a nursing civility code: Implications for education. Journal of Nursing Education, 52(3), 165-170. doi: 10.3928/01484834-20130218-01

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Topic 5 DQ 2

Aug 22-26, 2022

According to the textbook, nurses in various settings are adopting a research-based (or evidence-based) practice that incorporates research findings into their decisions and interactions with patients. How do you see this being applied in your workplace? In addition, how can you strive to make spirituality and self-care a practice for your patients as well as yourself? How does this practice align with the Christian worldview?

Nurses use EBP to provide patients with safe, quality care and to improve outcomes. When developing EBP, one is looking at research already conducted (Helbig, 2018). My employer uses EBP for hospital-wide wide patient care. For example, I work on a GI floor. Our patients receive new ileostomy or colostomy placements regularly. However, EBP shows enhanced recovery is better than traditional recovery methods. We encourage our patients to ambulate within 4 hours post-op, intake 500mls within 8 hours post-op, and start patients off on a regular diet. Most patients are educated before surgery.

Workplace spirituality in nursing is mostly defined and researched from the individual viewpoint. The definition includes dimensions of inner life, meaningful work, interconnectedness, transcendence, and alignment between values (Pirkola et al., 2016). A sense of community and meaningful work are the most important dimensions of workplace spirituality in health care.

My goal is to view every shift as 12 hours to make a difference in my patients’ lives. Not just the medical part of the tasking and the critical thinking that comes naturally. But to give my patients the TLC they need in this, their hardest hour. They are down, ill, alone at night. I develop a rapport with them and make sure they are as comfortable as possible. I help them get clean, and pain-free (if possible), meet needs, tidy the room, clarify the night’s plan of care, and expectations from me, and make sure the patient and I are on the same page as far as the doctor’s plan. This may be reiterating the day Ds notes. I offer prayer if appropriate. I always offer a warm blanket, fan, and/or aromatherapy. I do my best to give holistic care and treat each patient with the utmost dignity and respect.

Selfcare is a personal struggle, to be honest. I do need to prioritize “me” time more than I do. I truly feel guilty not spending my extra time with my family since I’m so tired with the night shift and school all the time. I try and use any extra time to be with my family. I want to start going for 30-minute walks daily. It’s been a personal goal for a while.

When it comes to my Christian worldview, I try to treat others the way I want to be treated. It’s a simple rule, but it works for my personal and professional life. I try every day to be a better human than the day before. I am not a perfect mom, wife, sister, daughter, best friend, student, nurse, tia, or daughter-in-law, but I do my best. I do have a personal relationship with my savior. I know where I’m going when my earthly days are done. I’m confident with my actions on earth. I do my best, that’s all we can do.



Helbig, J. (2018). Nursing research: Understanding methods for best practice. Retrieved from https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1

Pirkola, H., Rantakokko, P., & Suhonen, M. (2016). Workplace spirituality in health care: an integrated review of the literature. Journal of nursing management24(7), 859–868. https://doi.org/10.1111/jonm.12398

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