Incivility in practice - incidence and experiences of nursing students in eastern Canada: A descriptive quantitative study.

BACKGROUND: Incivility within nursing is professionally unacceptable. Little research exists regarding student nurses' experiences with incivility from healthcare professionals and others within the clinical environment and particularly within a Canadian context. AIM: To describe the incidence and perceptions of incivility experienced by undergraduate nursing students from healthcare professionals and others within clinical practice. METHOD: This descriptive study used an electronic survey and was conducted at an eastern Canadian university. Descriptive statistics were applied. RESULTS: Of 650 nursing students invited to participate in the study, 260 surveys were fully completed. Of these, 70% of respondents indicated experiencing incivility, mostly in acute care settings. Registered nurses and licensed practical nurses were the major offenders. Discourteous gestures and condescending remarks were the most frequently experienced uncivil acts, resulting in feelings of high anxiety and inadequacy. Participants coped by avoiding communication with the perpetrator. Incivility was rarely reported because of a belief it would be fruitless to do so, lack of awareness of policies and fear of retaliation. CONCLUSIONS: Nursing students experience incivility frequently in clinical practice with serious consequences. Recommendations arising from this study encourage educators and healthcare leaders to collaborate to review, implement and evaluate curricula, policies and processes to address incivility.

Male nursing students' experiences of simulation used to replace maternal-child clinical learning in Qatar.

BACKGROUND: In today's health care context, nurse educators teach with limited clinical placement availability, competition for available spaces and increasingly complex clients. SETTING: As part of the baccalaureate of nursing program at the University of Calgary in Qatar, students are required to complete 208 h of maternal-child clinical. Unfortunately, due to social and cultural norms in this predominantly Muslim country, male nursing students are prohibited from practicing with mothers and babies in Qatar. In order to address this need, we developed a fully simulated clinical practice module for these male students. OBJECTIVES: The aim of the current study was to better understand the learning experiences of the students undertaking this experience. DESIGN: The authors developed and implemented a fully simulated, campus-based, maternity clinical experience that used a variety of levels of fidelity, incorporated the tenets of Kolb's (1984) experiential learning theory, and Jeffries' (2005) simulation design framework. Post-simulation debriefing sessions were recorded and transcribed. Typed weekly reflections were provided. All data was blinded. PARTICIPANTS: A convenience sample of ten adult, male participants was obtained. METHODS: Using an inductive qualitative approach, researchers analyzed transcripts of debriefing sessions and reflective journals. RESULTS: The main themes were knowledge application, clinical judgement, communication, and crossing cultural barriers. CONCLUSIONS: Themes from this study can be used to support and/or change existing practices in a way that supports learner-centered, experiential teaching practices.