AIM
Originating from unfunded research undertaken in 2007, this paper offers an overview of Colaizzi's method of phenomenological analysis and proposes an extension to the original seven step approach enhancing rigour and, expanding information sources to enhance in-depth descriptions of phenomena for study.


BACKGROUND
The focus on human experience emanates from the human sciences in which the everyday lived world of humans constitutes the ontological and epistemological focus of enquiry - understanding of human experiences. Since the emergence of phenomenology as a method of enquiry, advances in phenomenological thought and research methods have emerged.


METHOD
Colaizzi's phenomenological method of enquiry was used as the basis of enquiry in this study.


FINDINGS
The extension to Colaizzi's method of analysis emanated from recent research conducted by the authors to allow participants to express their experiences through everyday language. These 'expressions of life' included - art, music, poetry, metaphor as symbolic representations - as a vehicle for participants' to explicate their experiences.


CONCLUSION
The additional step proposed as an extension to Colaizzi's seven step analysis offers researchers using Colaizzi's method greater access to implicit and explicit meanings embedded in participant descriptions by utilising 'expressions of life' - art, music, poetry, metaphor as symbolic representations - as articulated by the participants in explicating their experience of the phenomenon.

The extension of Colaizzi's method of phenomenological enquiry

Factors affecting nursing students' incivility: As perceived by students and faculty staff

Nurse Faculty Burnout and Strategies to Avoid it

Background Incivility is a critical issue in undergraduate nursing education. Uncivil acts in academia are increasing and have the potential to affect future nursing practice and patient safety outcomes. Method An integrative literature review was completed to describe faculty-to-student and student-to-faculty incivility in undergraduate nursing education. Results Seventeen studies were included in the review. Four themes emerged from the data: (a) Detrimental to Health and Well-Being, (b) Disruption to the Teaching-Learning Environment, (c) Stress as a Catalyst, and (d) Incivility Incites Incivility. Conclusion The results support data that incivility has harmful physical and psychological effects on both faculty and students, and also disturbs the teaching-learning environment. Causes of un-civil acts have been highlighted to provide groundwork for schools of nursing to implement strategies for mitigating incivility. [J Nurs Educ. 2017;56(12):709-716.].

Faculty and Student Incivility in Undergraduate Nursing Education: An Integrative Review.

Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

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Nursing faculty academic incivility: perceptions of nursing students and faculty

120 Student incivility against nursing faculty is recognized as an area of increased concern in nursing education. The negative experience that this may potentially have on nursing faculty is disturbing. The purpose of this study was to elicit an understanding of the experiences and impact nursing faculty encountered with nursing student incivility using a phenomenological research design. Twelve nursing faculty members from seven mid-western universities provided rich descriptions of their experiences with student incivility. Colaizzi’s analysis method was used to create clusters that resulted in six identified themes, including: (a) Faculty are subjected to a variety of unacceptable student behaviors; (b) Dealing with incivility is time consuming; (c) An aftermath of incivility can tarnished one’s reputation; (d) Support from others is beneficial; (e) Can cause harm to one’s health and well-being; and (f) May result in questioning the future. Findings support the view that nursing student incivility is becoming more widespread on college campuses and can have devastating effects on nursing faculty members. This information strongly suggests the importance of identifying contributing factors of incivility present in nursing students and implementing new and more effective policies and strategies to address and prevent this increasingly prevalent problem. Normal 0 false false false EN-US X-NONE X-NONE

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Student incivility: Nursing faculty lived experience

There are an increasing number of nursing academic administrators who identify themselves as victims of faculty incivility. This study examined experiences that academic administrators encountered with faculty incivility using a phenomenological research design. Three major themes emerged: faculty inappropriate behaviors, consequences of faculty behaviors on administrator targets, and administrators call for action. Findings revealed that incivility had devastating effects on administrators personally and professionally.

Elizabeth Ann Sprunk

Papers

Student incivility: Nursing faculty lived experience

Nursing Academic Administrators' Lived Experiences With Incivility and Bullying From Faculty: Consequences and Outcomes Demanding Action.