A Mixed-Methods Systematic Review of Interventions to Address Incivility in Nursing.

BACKGROUND: Incivility negatively affects patient safety, academic performance, and staff retention. This systematic review aimed to identify effective intervention strategies for addressing incivility in nursing education and practice. METHOD: Joanna Briggs Institute methodology for mixed-methods systematic reviews was used. Six databases were searched for incivility intervention studies with nurses or nursing students in academic or health care settings. Data from 39 studies were extracted and thematically synthesized. RESULTS: Two intervention categories, educational and administrative, were identified and used to cluster six intervention strategy themes. Six outcome themes were synthesized to examine strategy effectiveness. CONCLUSION: Findings indicated strong support for multicomponent interventions that incorporate educational strategies of sharing information, skill application, and reflective processing of learning with both nursing students and practicing nurses. Minimal evidence exists on how to increase civility among nursing faculty or enhance faculty role-modeling and coaching for students. Addressing this gap may improve civility in the profession. [J Nurs Educ. 2020;59(6):319-326.].

An Innovative Civility Intervention Created by a Faculty and Student Action Research Team.

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.].

Student Voices During Action Research Impact Outcomes in Nursing Quality Improvement Project.

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.].

Using lesson study to integrate information literacy throughout the curriculum.

To develop evidence-based practice skills, students need to be capable of retrieving various levels of scholarly information, evaluating its usefulness, and applying it to clinical practice. The authors discuss the process of developing an information literacy curriculum for a cohort of students over a 5-semester nursing program using lesson study.

Perceptions of incorporating spirituality into their care: a phenomenological study of female patients on hemodialysis.

This phenomenological study was aimed at understanding how women with end stage renal disease undergoing hemodialysis want nurses to address their spirituality. Interviews were conducted with 16 women from outpatient hemodialysis centers in a large Midwestern city. Eighty-three significant statements yielded meanings representing four theme clusters, highlighting how these women prefer nurses to incorporate spirituality into their care: (a) displaying genuine caring, (b) building relationships and connectedness, (c) initiating spiritual dialogue, and (d) mobilizing spiritual resources. Participants expressed that nephrology nurses are uniquely positioned to understand their individualized spiritual needs and implement spiritual care.

Coming to the cultural "in-between": nursing insights from a Hmong birth case study.

This article discusses the historical background and traditional beliefs of the Hmong. Cultural conflict occurs when traditional Hmong beliefs and Western health care ideologies are misunderstood. A specific case study focuses on care of a Hmong woman and her husband after a precipitous birth, hemorrhage, and surgical intervention. Nursing insights are identified from "in-between" the cultures. Establishing cultural awareness is an essential first step toward cultural competence.