Nurse educators’ self-efficacy in addressing demonstrated unprofessional student behavior: A phenomenological study
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Nurse educators must address demonstrated unprofessional student behaviors to graduate a self-aware novice nurse capable of effective professional communication. The study utilized a phenomenological qualitative research design with a purposive sampling of Practical Nursing, Associate Degree, Diploma, Bachelors of Science, Masters of Science, and Doctoral nurse faculty and sought answers to the following three research questions: (a) Do nurse educators possess the self-efficacy to address demonstrated unprofessional student behavior? (b) Do nurses educators choose to ignore demonstrated unprofessional behaviors due to lack of self-efficacy with the process of student intervention? (c) What tools are necessary to address demonstrated unprofessional student behaviors effectively when it occurs? Descriptive data analysis was conducted to identify recurrent themes. Data saturation was realized after eight faculty were interviewed, and five themes emerged. The themes identified that to increase educators’ self-efficay when confronted with demonstarted unprofessional student behaviors, faculty want training, role models, administrative support, and a tool-kit to refer to when confronted with incivility. The participants in this study provided valuable insight into the lived experiences of nurse faculty when addressing demonstrated unprofessional behaviors in the academic environment. Additional research is recommended to identify the specific educational curriculum components for nursing students seeking an advanced degree to teach other nursing students, as well as onboarding and annual new nurse faculty training.
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