Date
4-18-2025
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Rachel Joseph
Keywords
education, incivility, nursing, student, faculty
Disciplines
Nursing
Recommended Citation
Valdez, Lenora, "Meanings and Understandings of Racial-Ethnic Minority Prelicensure Associate Degree in Nursing and Bachelor of Science in Nursing Students Who Experience Uncivil Faculty Behaviors in United States Nursing Programs: A Transcendental Phenomenological Inquiry" (2025). Doctoral Dissertations and Projects. 6752.
https://digitalcommons.liberty.edu/doctoral/6752
Abstract
The purpose of this transcendental phenomenological qualitative study was to explore the meanings and understandings of racial-ethnic minority (REM) prelicensure Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) students who experience uncivil faculty behaviors in United States nursing programs. The literature points to a wide range of faculty behaviors that nursing students experience as incivility. However, little data was found in the literature regarding REM prelicensure ADN or BSN students’ experiences with nurse faculty incivility. Purposive snowball sampling was used to recruit 10 REM currently enrolled junior and senior prelicensure ADN and BSN students who experience uncivil faculty behaviors in United States nursing programs. Data were collected through interviews, observations, and field notes. Results of this study indicate that REM nursing students experience exceptional challenges within professional relationships, including a lack of professional communication, by faculty members, self-doubt, and a lack of faculty cultural competence. REM nursing students face power imbalances between themselves and nursing faculty, leading to negative and undesired consequences for these students. These students often seek support outside of official channels, including speaking with members of their cohort, their family, or trusted members of their faculty. Nursing faculty should consider strategies and actions that they might take to empower REM Nursing students. This research will provide guidance for faculty professional development addressing faculty behaviors, role modeling, and healthy nursing school environments that foster learning.
