The incidence and importance of uncivil behaviors of nursing students: Comparing the perception of educators and students

Background: Higher education plays a key role in helping students achieve civility; however, uncivil behaviors are growing. The aim of this study was to assess and compare the educators and students perceptions of frequency and importance of the incivility of nursing students. Methods: In this descriptive comparative study, 178 nursing students were selected through stratified random sampling. By purposive sampling, Sixty-seven educators of the Lorestan University of Medical Sciences were participated. Data were collected using Incivility in Nursing Education-Revised Survey. All analyses were carried out using SPSS, version 20, as well as descriptive statistics, chi-square test, and variance analysis. Results: Educators and students, disagreed on the frequency and importance of some uncivil behaviors. The uncivil behaviors experienced mostly by educators were: “expressing disinterest about course content”(%73), and “ arriving late for class”(%69.9). According to students, the uncivil behaviors experienced mostly were: “ expressing disinterest about course content”(%78.6), and “ using a media device in class (%70.2)”. Also, from the perspectives of educators and students, the maximum mean score belonged to“ physical violence ”(3.9±0.53, 3.84±0.58),“ property damage” ( 3.87±0.49 , 3.83±0.59), and “ physical threats or harm to others” (3.87±0.58 , 3.83±0.59) items, which indicated the high importance of these items. In contrast, the lowest mean score belonged to“ demanding make-up exams, extensions” (2.19±1.07, 1.99±1.08), and “being distant and cold toward others” (2.33±0.9, 2.41±1.02). Conclusion: Given the similarities and differences between the views of educators and students on the importance and frequency of uncivil behaviors, the necessity of designing strategies to increase their awareness of civilization, rooting out the causes of such behaviors, or considering the topic in undergraduate nursing curriculum are felt.