Directions: Review the 10 Strategic Points constructed and the Clark and Springer (2007) study. Use “Constructing 10 Strategic Points” to develop 10 Strategic Points for a replication of the Clark &am

Directions: Review the 10 Strategic Points constructed and the Clark and Springer (2007) study. Use “Constructing 10 Strategic Points” to develop 10 Strategic Points for a replication of the Clark &am
College of Doctoral Studies RES-855 Resource 10 Strategic Points Comments or Feedback Broad Topic Area Incivility in psychology undergraduate education programs Lit Review Include citations from studies on incivility in psychology education. Problem Statement Write a problem for the psychology study, in the GCU required format. Research Questions Now frame questions for a like study to be conducted in undergraduate psychology programs. Sample Describe the sampling strategy you could use for a like study in an undergraduate psychology program. Define and justify the sampling strategy from a research source. Justify the sample size for a qualitative study from a research source and from the GCU Core Design Document. Describe the Phenomenon Methodology and Design Describe the method and design you would use and justify your choice of both from a research source. Purpose Statement Develop a purpose statement for a psychology undergraduate program in the required GCU format. Data Collection Instruments and Approach Describe the IHE instrument to be used in this study. Describe the data collection approach you would use, including getting informed consent and how you would protect the confidentiality of participants. Data Analysis Approach Discuss a specific data analysis strategy you would use in your replication study in an undergraduate psychology program. Cite a specific researcher’s strategy such as Hatch, Miles and Huberman, Bogden and Biklin, or Saldana.
Directions: Review the 10 Strategic Points constructed and the Clark and Springer (2007) study. Use “Constructing 10 Strategic Points” to develop 10 Strategic Points for a replication of the Clark &am
College of Doctoral Studies RES-855 Resource 10 Strategic Points Comments or Feedback Broad Topic Area Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Lit Review Ideally, education is essential because it strives to create a society of civil individuals by teaching students about acceptable and unacceptable behaviors in the community. Even though incivility in academic institutions is not a new concept, researchers argued that it is on the rise because civility and courtesy of many students and the school’s faculty are dissolving (Braxton & Bayer, 1999). This is evident in the complaints made about incivility by both parties. Some of the reasons that are believed to cause academic incivility to include insufficient parenting, shifting students’ demographics, meagre school preparation, and acquaintance to violence (Braxton & Bayer, 1999). Besides, modern college students tend to be unprepared for academic challenges, lack confidence in their schools, and lack trust in the school’s leadership. Nevertheless, it is crucial that we consider the influence that the behavior of the school’s faculty would have on students and the ever-changing students’ demographics (Braxton & Bayer, 1999). According to several studies, incivility among college students is rampant, and its effect on the community is too damaging to be ignored. (Boice, 1996; Baldwin, 1997; Luparell, 2005). Therefore, these behaviors must be addressed and dealt with effectively. Problem Statement It is not known the issue, causes, and effective strategies of academic incivility in higher education institutions for nursing from the perceptive of the school’s faculty and students. Research Questions Clark and Springer (2007) used the following research questions in their qualitative research: How do the nurse faculty and nursing students contribute to incivility in this field of study? What are the leading causes of incivility in the nursing program? What strategies have worked or will work towards reducing or preventing incivility in the nursing program? Sample A. Location: Online Survey B. Sample:409 nursing programs C. 168 nursing students and 36 nursing faculty members D. Associate and baccalaureate degree nursing programs of metropolitan public university Describe Phenomena (Qualitative) Phenomena to be studied include: Incivility has become rampant among college students; thus, studying the perception of both students and the faculty is essential in gaining insight on the causes remedies to this problem. Methodology and Design This study utilized both qualitative and quantitative methodologies to study this issue in higher education institutions from the standpoints of both the school’s faculty and students. Participants were given 4 open ended questions and surveys that gather quantitative data to calculate faculty and student perceptions. Likert-scale are utilized to define the key issues and open-ended questions provide clarification on the measured issues. Clark & Springer (2007) qualitative study includes 36 nursing faculty members and 168 nursing students. Purpose Statement The purpose of this qualitative research was to gain a more transparent comprehension of the factors that lead to incivility in undergraduate programs. Furthermore, the study aimed at discovering the effective strategies used to prevent or reduce incivility in schools. Data Collection Instruments and Approach Study Instruments The study utilized an Incivility in Nursing Education survey comprised of four open-ended questions, quantitative items to determine the student’s and the nursing faculty’s perspective on incivility, and demographic questions. Data Collection The respondents were contacted through an Email sent to the nursing department at their school. The data was collected through a questionnaire that the students were supposed to fill to answer the research questions. Data Analysis Approach The data collected from the research were analyzed using a qualitative interpretive method. They then reviewed the responses of the faculty and the students to determine which answers were recurring. Lastly, the researchers systematically grouped these responses into two categories: out-of-class disruptions and in-class disruptions. References Baldwin, R. G. (1997). Academic civility begins in the classroom, Teaching Excellence, 9(8). Boice, B. (1996). Classroom incivilities. Research in Higher Education, 37, 453-486. Braxton, J. M., & Bayer, A. E. (1999). Faculty misconduct in collegiate teaching. Baltimore, MD: Johns Hopkins University Press. Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28(2), 93-97. Luparell, S. (2005). Why and how we should address student incivility in nursing programs. Annual review of nursing education, 3(2015), 23-36.

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