Looking at how nursing students and teachers perceived academic uncivil

behavior.

Mahlaqa Soomro¹, Shahzeena Mallah², Najia Chandio³, Maria kumbhar⁴

Abstract:

  Background:One of the major issues affecting nursing education is incivility.
In nursing education, rude behaviour is significantly more prevalent now than in the past.
The purpose of this study was to examine academic rudeness from the viewpoints of nursi
ng students profession.

Material AND METHODS: A descriptive qualitative method was used to perform this study i
n 2021.
Using the deliberate sample strategy, 15 baccalaureate nursing students and 6 faculty mem
bers were chosen. In-depth semi-
structured interviews were used to acquire the data, and a qualitative content analysis was 
used to analyse it.

RESULTS: Data analysis identified 14 subcategories under four main categories, including in
adequate teaching-learning, inappropriate or unreasonable requests, disruptive behaviour
s in a respectful atmosphere, and academic dishonesty.
CONCLUSION: More care needs to be taken when selecting faculty members, as well as tea
ching them how to effectively communicate and engage students in the classroom.
Additionally, instruction on unruly behaviour must be given to nursing students.
Furthermore, colleges should design and put into place exact and unambiguous laws and r
egulations regarding incidents of disrespect.

Keywords: Faculty, impoliteness, nursing, student.

Introduction:

One of the main issues that affect nursing education is civility.[1] Rude actions not only inte
rfere with the learning environment, but they also raise questions about the nursing profes
sion's ethical standards.[2] The prevalence of these behaviours in the academic environme
nt wastes time, harms reciprocal relationships, and erodes confidence and trust amongst p
eople.[3] When compared to earlier times, rude behaviours are far more prevalent in nursi
ng education.[2]
An act of incivility is an offensive or harmful behaviour that distresses someone psychologi
cally or physically.
People may experience threatening situations, disease, or temporary or permanent harms 
if these behaviours go unchecked.[4] Disrespect can be shown in interactions between staff 
members, students, or both. In truth, rudeness is frequently a two-
way street in which both the student and the staff take part.[5] According to research on nu
rsing students, 88% of them have encountered rude faculty members.Uncivil behaviour has 
increased among nursing students in recent years, along with faculty, as it has in Canada, t
he United States, and China. In Oman, however, the incidence of such behaviour is modera
te.[9] The prevalence of unruly conduct among nursing and midwifery.

Respect for others, an unwillingness or incapacity to hear what others have to say or look f
or common ground, and disregard for social discourses are all examples of incivility.[11]
Faculty members have complained about uncalled-for complaints and objections, caustic st
atements or actions, and exam cheating.[9]
According to the findings of a study conducted in Iran, disruptive classroom behavior, humi
liating other students, missing class frequently, breaking Islamic law, and being unprepared 
for class are the most frequent uncivil behaviours among nursing students.[12]

Although nursing students have been the subject of the majority of studies on incivility in n
ursing education, nursing faculty members are also frequently engaged in such uncouth be
haviour.[1],[13]
According to Altmiller's study, the most important uncivil faculty behaviours include unprof
essional behavior, poor communication skills, power gradient, inequality, authority failure, 
and problematic peer behaviours.[14]

Other negative repercussions of rudeness in nursing school include poor cooperation and c
ommunication between faculty and students, ineffective safe clinical practise by students, l
ower student retention rates, and emotions of frustration in the profession.[13]
By fostering a hostile and disrespectful environment, incivility in nursing education weaken
s the safety culture, lowers morale, and increases turnover, distraction, and the number of 
errors.[1],[9]

Nursing classes, clinical settings, and online learning forums can all be places where impolit
e behaviour is seen.
However, the classroom is a setting where faculty frequently engage in face-to-face interact
ions with students and, in their capacity as role models, affect the prevalence of profession
al behaviours in students.[8]
Identification of uncivil behaviours in any setting is essential, especially in light of the cultur
al aspect of the problem and the requirement for a context-specific approach to resolving i
ncivility[15].
What are the uncivil behaviours of staff and students in this situation, the researchers' que
stion was.
This study was carried out because identifying and analysing uncivil behaviours is the first s
tep in reducing and controlling them[2],[16].
The purpose of this study was to investigate the views of academic rudeness among nursin
g students and instructors.

Material method:

The descriptive qualitative approach was used in the current investigation. In this kind of study, the
researcher summarises phenomena or related occurrences in detail using everyday language, but does
not proceed into a detailed stage of interpretation.[17] Compared to other qualitative methodologies
like phenomenological or grounded theory research, these investigations are less interpretative.[18]

Schools of nursing in Iran provide the nursing curriculum. Participation in the nationwide centralised
entrance test is the only way to get admission to the bachelor's programme in nursing. The programme
lasts four years, is broken up into eight semesters, and includes both theoretical (70 credits) and clinical
courses. (65 credits). Additionally, the expert panel's assessment of a faculty member's teaching abilities
and professional qualifications forms the basis of their hiring. The professor to student ratio has
decreased recently as a result of rising nursing student enrolment, faculty aging, and faculty retirement.
[19] These problems could encourage greater unruly conduct in this academic environment.

Iranian nursing teachers and students from Isfahan University of Medical Sciences were chosen as the
participants. Faculty had to have at least a year of teaching experience, have dealt with disruptive
behaviour from students, and be open to taking part in the study. Students needed to be at least
second-semester freshmen, have encountered rude people, and be open to participating in the study in
order to be included. By use of a deliberate sampling technique, participants were chosen. Maximum
variance in terms of age, gender, semester, and the number of participants was used in the sample
recruitment. and the length of time the teacher has been a teacher. Those who did not adequately
express their experiences were not allowed to participate.

Table 1: Samples of interview questions

 Questions

Have you ever encouraged faculty members or students disrespectful behaviour?

Can you share your experience with an example of these behaviours?

In your opinion, what behaviour is consider uncivil? Can you give an example? Please explain more.

What behaviour of faculty members or students annoys you? Please explain more.

Table 2: participants , characteristics

Participants Gender Undergraduate year Age range ( years). Experince work years

Student Male 8. Three freshmen. 20-23.

Female:. Six sophomores

Two juniors

Four seniors

Faculty. Male: 1. 28-54. 4-29

Female: 5

Table 3: The categories and subcategories

 Categories. Subcategories

Ineffective poor classroom management

Teaching - learning Disruptive classroom behaviours

Tedious traditional teaching

Inapposite/. Request for change the exam date request for

Unreasonable Assignment cancellation

Request

Behaviours Request for a higher grade

disrupting Lack of confidently

mutually. Discrimination between students

respectful environment. Students an faculty slandering and defaming each other

Threats and intimidation

Academic. Cheating on exam

Dishonesty Plagiarism

Lying

instrument and method for gathering data

After consulting with the educational management of the faculty at Isfahan University of Medical
Sciences, contact information for both students and faculty was obtained. Students had to be at least
second-semester freshmen and faculty members had to have at least one year of teaching experience.
We got in touch with them if they were interested in taking part in the study and had encountered
unruly behaviour. Participants choose the interview time and location of their choosing. In-depth semi-
structured interviews were used to collect data between January and June 2021. The appropriate author
carried out each interview. (SF). She is a nursing PhD candidate who has written multiple quality
academic publications. The interviews often lasted between 30 and 45 minutes. In order to build a
strong rapport with the participants, each interview started with a generic question.

In [Table – 1], a sample interview question is given. Up to data saturation, participant selection and
sampling were ongoing processes.

The data were analysed using qualitative content analysis techniques developed by Graneheim and
Lundman.[20] Interviews that were recorded were verbatim transcribed. The meaning units (sentences
or paragraphs extrapolated from participants' remarks) were determined by the researchers after
reading the transcripts of the interviews numerous times. Each compressed meaning was then given a
code that more abstractly represented the participants' words. In the end, categories were created
through the inductive process after related codes were grouped under subcategories.

Rigor

Confirmability, credibility, dependability, and transferability criteria were used to establish

trustworthiness.[21] Bracketing and maintaining an accurate audit record of all research efforts
improved confirmability. Member check and peer check approaches were employed to assure
trustworthiness. Participants were given the extracted codes and the findings in order to verify that the
correlation between the codes and the participants’ experiences was real. Additionally, coworkers were
shown the final codes and categories. By having several researchers participate in the data analysis,
dependability was established. In an effort to improve the transferability of the study outcomes,
individuals were chosen from a variety of demographic groups.Confirmability, credibility, dependability,
and transferability criteria were used to establish trustworthiness.[21]

By bracketing and maintaining an accurate audit record of all research activity, confirmability was
improved. Member check and peer check approaches were employed to assure trustworthiness.
Participants were given the extracted codes and the findings in order to verify that the correlation
between the codes and the participants’ experiences was real. Additionally, coworkers were shown the
final codes and categories. By having several researchers participate in the data analysis, dependability
was established. In an effort to improve the transferability of the study outcomes, individuals were
chosen from a variety of demographic groups.

Ethical considerations:.

All participants gave their written agreement to comply with the research’s objectives and pertinent
information, and it was made clear to them that they might leave the study whenever they wanted to
do so without facing any repercussions. The researchers made every effort to maintain the participants’
anonymity and confidentiality. To ensure the privacy of the interviewees, numerical numbers were
utilised in place of personal names.

Results:
While the teacher is lecturing, some students will raise unnecessary questions that waste class time and
prevent the teacher from teaching. Participants’ stories suggested that the faculty could not concentrate
on teaching because they were offended by actions like laughing and whispering.

boring conventional education

The employment of interactive teaching techniques by faculty members encourages student

involvement in the teaching-learning process and keeps them engaged in the learning process, which
lowers disruptive behaviour.

Six faculty members and 15 nursing students made up the group of participants (Table - 2). Data analysis
identified 14 subcategories under four main categories, including inadequate teaching-learning,
inappropriate or unreasonable requests, disruptive behaviours in a respectful atmosphere, and
academic dishonesty [Table 3].

Effective teaching learning:

According to the participant’s experiences, diverse student and staff behaviours interfered with the
teaching-learning process. Poor classroom management, disruptive classroom conduct, and
monotonous conventional teaching are the three subcategories in this category.

Inadequate classroom management

One of the teacher’s skills that affects the teaching-learning process is classroom management.

Some teachers grant their pupils entire freedom of movement throughout class, allowing them to
engage in inappropriate behaviour including taking selfies, sitting on chairs, and friend-talking. (A
second-semester sophomore)

With a delay of 30 minutes, several of my students enter the classroom. I lose focus when they come in
and become distracted. (A third-semester student)

Given the participant's comments, the faculty's poor classroom management contributed to the
disruptive behaviours of students, such as showing up late or leaving the room without permission.
Some students even disrupted the flow of the class by doing something unrelated that diverted the
attention of the teacher and other pupils.

disruptive behaviours in the classroom

pupils' deliberate and accidental actions, such as asking pointless questions, whispering, and laughing,
have distracted other pupils and hindered learning. Teaching may be disrupted by this.

I know what I'm saying is hilarious when my students are giggling and whispering to each other as I'm
lecturing. It's bothersome, I guess. I occasionally feel like the student is ignoring me in class. This
behaviour is abhorrent and difficult to accept. (A faculty with 7 years of experience)

While the teacher is lecturing, some students will raise unnecessary questions that waste class time and
prevent the teacher from teaching. Participants’ stories suggested that the faculty could not concentrate
on teaching because they were offended by actions like laughing and whispering.

Boring conventional education

The employment of interactive teaching techniques by faculty members encourages student
involvement in the teaching-learning process and keeps them engaged in the learning process, which
lowers disruptive behaviour.

Some teachers use dull methods of instruction. Only PowerPoint is used by them for presentations.
Simply keeping silent will allow us to hear. So when we become bored, we start chatting with our
classmates. Some of my coworkers, who are fourth-semester students, stick with the same teaching
strategy throughout their careers and disregard learner-centered strategies like cooperative learning. As
a result, the student is forced to divert his focus from the teacher and amuse himself on his phone. (A
professor with ten years of expertise) According to the participants' experiences, traditional teaching
techniques like lectures made the class boring and exhausting. Due to the student's involvement in
other activities, the classroom's order was disturbed, and uncivil behaviour resulted.

inappropriate or unfair demands

The experiences of the participants showed that the faculty frequently deals with requests from the
students that irritate them and even other students. Requests to change the test date, requests to
cancel an assignment, and requests for a better mark are the three subcategories under this category.

Demands for test date changes

The students must learn to follow the test schedule not just as a matter of course but also out of respect
for the rights of the professors and other students.

Some students who hadn't studied for the exam sought the teacher to reschedule the exam date with
two days remaining until it was due. It is unfair. It shows disdain for the teacher and other pupils.

There was no need to reschedule the exam date because we were prepared and had previously made
that agreement. (A second-semester sophomore)

The exam date is established in the course plan that I offer students at the start of the semester, and
everyone is aware of it. However, even though the exam is drawing near, some students request that it
be moved. This is very distressing. (A faculty member with 8 years of experience) The participants’
experiences suggest that the educator’s and other students’ unhappiness was sparked by the request to
modify the exam date.

Requests to terminate an assignment

One of the less-than-respectful behaviours of students is disregard for the deadlines for assignments.
This might sabotage the curriculum that the professors and students had previously agreed upon.

Students who don’t finish their assignments frequently request its cancellation beyond the due date. It’s
not right, I guess. With the students, we determine the course schedule. They frustrate me with this
inappropriate request, and I am powerless to cancel the task. I completed my assignment in accordance
with the course schedule and timeline established by the instructor (a professor with ten years of
expertise). Some students went to the teacher towards the conclusion of the semester and requested
that the assignment be skipped because they hadn’t completed it.

This is unfair, to be sure. This is a violation of the law, my rights, and others’ rights. (A fifth-semester
student)

According to the participants’ stories, the teacher was stressed out by the pupils’ determination to
ignore their homework.

Higher grade requests

Students who refuse to accept their results engage in harassing and rude behaviour that jeopardises
educational fairness.

If a student receives a poor grade or fails the course after the grades are announced, please come to me
and cry. Well, this puts me in a tough spot and puts me under pressure. Due to the rights of an involved
and intelligent student being infringed, I am unable to add a grade. When I receive requests like this, I
feel horrible. (A faculty with 8 years of experience)

Some students do not actively engage in the learning activities, but once the exam results are released,
they ask for a grade modification. Well, that’s not fair of you to ask. The student should make an effort
to do well this semester. (A faculty with 12 years of experience)

The participants’ experiences showed that students insisted on passing or getting passing grades from
the professors, and this was one of the unreasonable requests that annoyed the professors.

Behaviors that disturb a climate of mutual respect

Nurse educators should accept students as lifelong learners and have faith in their drive and dedication
to the field they hope to pursue. Students must also respect teachers, nursing education, and the
community while ensuring that teachers treat them properly. Lack of secrecy, student discrimination,
student and staff slander and defamation, threats and intimidation are the four divisions under this
category.

Lack of confidentiality

Mutual trust and respect form the cornerstone of an efficient and fruitful connection between teacher
and pupil. Although this connection must be established by both sides, the educator must take the first
step by showing pupils that they can be trusted and respected.

When I observe the instructor go to their colleagues and reveal the student’s error and slander the
student, the student’s character is genuinely harmed, which results in the loss of trust and causes the
student to stop trusting that instructor. (A sophomore in their second semester) I slept off in one of my
classes. Although I knew it was wrong, I was really exhausted. Two days later, I was walking in the
corridor when one of the teachers spotted me and said, “I cannot believe that you were asleep in your
class the whole time.”I find it unbelievable that you spent the entire class period dozing off.” I was
furious that the teacher had gone and told his colleague about my sleeping arrangements. (A
sophomore in their second semester) Participants’ experiences revealed that the prevalence of
behaviours like disclosure, especially by educators, had ruined the environment of trust. In interactions
with pupils, educators must be attentive, polite, and professional since civil behaviour is learnt.

Descrimintion between students

Developing social relationships with some students could be perceived as favouritism by other students.
Educators often find it is challenging to set appropriate role boundaries for educator–student
relationships. Sometimes some instructors have a close and intimate relationship with a student, and
even if this student doesn't do assignment correctly, the instructor gives student a perfect grade. Well,
it's not fair. (A fourth-semester student) Some educators may use examples to clarify health
issues/lifestyle habits that are an insult to certain ethnicities, and this may upset students belonging to
that ethnicity. (A second-semester sophomore) Participants' experiences showed that in some cases,
justice is ignored. They cited experiences of ethnic bias and discrimination and feared that the
educator's authority and power would discourage educators from restraining those biases.

Students and faculty slandering and defaming each other

Applying the ethical standard of beneficence to teaching, students have a right to expect that their
educators are competent, responsible, and knowledgeable. Lack of this competency can pave the
ground for uncivil behaviours in students. I've seen some of my classmates go to instructors and criticise
another instructor and say that instructor is bad-tempered or doesn't teach well. It's really bad. If there's
a problem, they should tell the instructor, not his colleague. (A second-semester sophomore)
Participants' experiences indicated that, faculty defame students in the presence of colleagues.
Seemingly, in some cases, students slander a faculty in front of their colleagues. Such uncivil behaviours
cause discomfort and stress to the student and faculty.

Threats and intimidating

Ticed some scratch on my car. I wondered who could do it? After a few days, one of the students came
to me and said name of student that done it. I was very upset because I had warned that student
because of being disorganized. Student had taken revenge on me, ruined my car, and threatened me. (A
faculty with 20 years of teaching experience)

You should disregard my absences, one of my students told me when they entered my office with a
stern demeanor, warning that if you don't, they would voice their displeasure on the "instructor
satisfaction survey." (A faculty with 7 years of teaching experience) The participants' experiences
demonstrated how the culture of respect had been damaged by the prevalence of aggressive behaviour
among students.

Academic integrity fraud

Dishonesty may have serious repercussions and a negative impact on the curriculum, college
communication, and student learning. The experiences of the participants demonstrated that many
activities, notably those of students, contradict academic honesty. The following three subcategories are
included in this category: lying, plagiarism, and exam cheating.

Examined for fraud

Effective teacher-student relationships are built on mutual respect and trust, and academic dishonesty
can erode a teacher’s faith in their charges. Additionally, professors who fail to adequately deal with
cheating are despised by honest pupils.

Exam cheating is against the rights of intelligent pupils. Cheating allows a student who has not studied at
all to receive a high grade. (A second-semester sophomore)

One of the students came to my office following the exam and disclosed that several of their classmates
had gone at each other’s papers. they cheated as soon as the teacher was not looking at them. Cheating
is just one example of a student's academic dishonesty that violates other people's rights and disregards
educational regulations, according to a professor with nine years of teaching experience.

Lying

All stakeholders participating in the teaching and learning process should take ethical principles like
respect and honesty into account.

The pupil lies without hesitation as they fixate on the teacher. Student claims, for instance, that the
instructor failed to clarify something. But this is frustrating since I was certain I did. (A faculty with 24
years of teaching experience)

A modification in the class date was requested by the representative of the class. I instructed him to
consult the department manager. He informed me that the department boss had concurred 1 hour
later. The department manager phoned me a few days later to inquire as to why the class had been
cancelled. I then realised the customer service agent had not communicated with the department boss.
at all, and I had been lied to. Participants' accounts revealed that the faculty felt unpleasant emotions as
a result of the students' dishonesty (a faculty member with five years of teaching experience). This can
erode trust.

Discussion:-

This study sought to understand how teachers and nursing students at Iran’s Isfahan University of
Medical Sciences perceived academic rudeness. Inefficient classroom management and old, dull
teaching strategies were just two of the many causes of ineffective teaching and learning. One of a
faculty member’s professional obligations is to have sufficient information and the capacity to effectively
impart it to students; failing to do so is seen as disrespectful behaviour.[22] When there is no incentive
for pupils to ask questions or voice their thoughts, they are unable to participate in the educational
process, and the classroom becomes a hotbed for disruptive behaviour.[23] Using a mobile phone while
using a cell phone, coming late for courses, departing early, or cancelling classes without warning were
all included in the current study. The most common uncivil faculty behaviours in prior studies[1],[22],
[24] were not present in the classroom. Due to the faculty's strong belief in the need of enforcing
educational standards and regulations as well as ongoing oversight of the education system's ability to
run regular courses and the faculty's behavior, there were fewer instances of such unruly behaviour in
this research.

The prevalence of disrespectful behaviours among students is one of the elements that might impair the
efficiency of the teaching-learning process, in addition to the faults of the faculty as teachers. In the
current study, as in earlier studies[9],[25],[26], being late for classes, being unprepared, becoming tired
or uninterested during class, engaging in side conversations, and inappropriate use of technology
devices like cell phones were among the factors causing distractions, lowering concentration, and
ultimately poor teaching and learning in the class. In addition to enhancing students’ learning, using
effective teaching techniques by the faculty results in the development of closer relationships between
faculty and students and the improvement of their social skills. These relationships are forged through
the use of appropriate presentation skills, interactive teaching methods, and a friendly strategy.
Additionally, it has a role in reducing the likelihood of rudeness.[11],[27],[28] By planning relevant
seminars on successful classroom management and communication with students, department heads
may play an important role in teaching these skills to teachers.[22]

Faculty in this study reported encountering uncivil behaviours from students, including improper
demands to change exam dates, cancel assignments, and increase marks. Students with a consumerist
outlook on higher education, who enrol in college just to earn a degree and land a better-paying job,
frequently press professors to comply with their demands and blame them for their subpar
performance.[23] From the perspective of the students, such inappropriate requests may not even be
deemed unruly conduct, but from the faculty’s point of view, these actions are wholly unruly. This
disagreement in viewpoints may have an effect on the prevalence of these behaviours and intensify
their negative effects on the nursing education system. More than 75% of nursing educators in the study
by Natarajan et al. [9] regarded the but only approximately 60% of nursing students thought that make-
up examinations, class extensions, and grade modifications were disrespectful behaviours. This
difference of attitude is further supported by the fact that most nursing faculty do not share students'
perception that faculty members' refusal to grant their requests is a sign of their disrespectful
behaviour. Similar to this, 50% of instructors and 63.7% of students in the Muliira et al. study[1] saw
such demands as detrimental behaviour. This disagreement further emphasises the importance of
teaching nursing students that unreasonable requests and unjustified complaints against professors are
uncouth actions that can harm the faculty-student relationship.

The teachers are always role models, and the pupils try to act like them. This emphasises how important
faculty behaviour in the classroom and interactions with students and co-workers. As students
constantly monitor their teacher, Clark and Springer concur that teaching members must act as good
role models for their charges. Students believe they may act similarly if they behave in an uncouth
manner.[25] Given the importance of faculty in minimising disruptive behaviors, it is vital to choose
competent people as nursing teachers who, in addition to having the requisite information, also have
the communication skills for a successful educational experience. Perhaps one of the issues with
academic institutions is that they focus excessively on things like research, for selecting professors,
rather than educational background. The majority of faculty members who are primarily focused on
research do not have the time or inclination to devote to teaching and classroom management
strategies.[22],[23].
According to the study's conclusions, students' dishonest behaviour in the classroom was a result of
their uncivil actions, including lying, plagiarism when completing tasks, and test cheating. By definition,
academic dishonesty is the deliberate attempt to fake, falsify, or tamper with any data, information, or
material that is pertinent to a course, exercise, or academic practise.[32] Individual variables like
carelessness, laziness, poor self-esteem, and lack of moral development, as well as contextual factors
like parental pressure and students' lack of awareness of cheating as an unethical conduct, influence
people's decisions to engage in uncivil behaviour.[33] According to Kolanko et al.'s[34] theory, every
faculty should be in charge of developing the curriculum to ensure that moral and ethical considerations
are included and that students are prepared for clinical practise using a recognised professional
standard code. Ethics, and refrain from unethical behaviour. It is possible to prevent dishonest
behaviour in an academic setting by taking steps like establishing precise and unambiguous rules,
standards, and values, creating a trust-based environment, enforcing harsh penalties for dishonest
behavior, and using technology to identify instances of cheating and plagiarism.[32] Medical
practitioners, especially students, will be greatly impacted by context-based educational interventions
and the teaching of medical ethics concepts based on the Quran.[35],[36]

Limitations and recommendations:-

Purposive sampling was used to pick research participants from Iran’s Isfahan University of Medical
Sciences, which may have limited the study’s capacity to generalise its findings. However, by taking into
account participant variables like age, gender, various semesters, and educators’ job experience,
researchers sought to exploit the most variety possible. For qualitative investigations, a proportionate
number of participants was also used.[37] Future research should use the findings of this study to
develop policies that might lessen the prevalence of unruly behaviour in nursing schools.

Conclusion:-

Uncivil behaviour in the classroom was influenced by both students and teachers. Uncivil conduct had
an impact on the teaching-learning process as well as the climate of mutual respect and trust in the
academic setting. A greater emphasis has to be placed on selecting faculty members and preparing
nurse educators to employ interactive teaching approaches and effective communication strategies.
Additionally, uncivil behaviour training for nursing students is required, and the institution has to
establish and enforce exact, explicit norms and regulations regarding the occurrence of uncivil
behaviour. The frequency of unruly behaviour in nursing schools can be decreased by using the provided
techniques.

References
1.
Muliira JK, Natarajan J, Van Der Colff J. Nursing faculty academic incivility: Perceptions of nursing

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