ABSTRACT
BACKGROUND: Incivility is a significant issue in nursing education and practice, contributing to ineffective learning, unprofessional nursing practice, and negative patient outcomes. METHOD: A team of nursing faculty and students used Action Research to develop a quality improvement project targeting civility. A two-part, evidence-based training was offered to prelicensure nursing students, faculty, and staff. Part one was designed to increase incivility awareness, and part two was intended to enhance communication skills. RESULTS: Program evaluation data were collected through an anonymous survey and analyzed descriptively for themes. Results indicated students, faculty, and staff perceived the educational innovation as valuable and useful. CONCLUSION: By using free resources, a college of nursing was able to implement a cost-effective program to begin a conversation and offer a communication strategy to address incivility for students, faculty, and staff. This program design can be adopted by others for use in their organization. [J Nurs Educ. 2020;59(4):214-217.].
Subject(s)
Cultural Competency/education , Education, Nursing, Baccalaureate/organization & administration , Faculty, Nursing/organization & administration , Incivility/prevention & control , Interprofessional Relations , Professional Misconduct/psychology , Faculty, Nursing/psychology , Humans , Professional Misconduct/statistics & numerical data , Students, Nursing/statistics & numerical dataABSTRACT
BACKGROUND: A systematic evaluation plan is required in nursing education to determine achievement of curricular initiatives and to improve program student learning outcomes. An innovative approach that included direct involvement of students was implemented in the evaluation of a quality improvement (QI) initiative aimed at enhancing student success. METHOD: Through the use of action research (AR), students became coresearchers to critically appraise educational strategies implemented in an undergraduate curriculum improvement plan. RESULTS: The purpose of this article is to describe the student and faculty reflections and experiences while using AR to evaluate outcomes in an undergraduate QI project. Two critical variables were discovered based upon student voice, which changed the course of the project. CONCLUSION: Action research methodology successfully increased the rigor of evaluating a QI initiative by a faculty-student research team. Student voices uncovered two powerful variables which expanded the project to effectively improve nursing education. [J Nurs Educ. 2020;59(1):42-45.].